A multilevel analysis of factors influencing teenagers’ identification with Europe: the effects of migration and learning opportunities

Comparative Migration Studies

Table 2 Multilevel Regression Analyses of Identification with Europe

Variable	Model 1	Model 2	Model 3	Model 4	Model 5
Level 1
Gender (1 = girl)	− .034	− .035	− 035	− .034	− .034
Socioeconomic status	− .014	− .014	− .013	− .014	− .013
Marginalised religion (1 = yes)	− .072*	− .074*	− .074*	− .073*	− .073*
Non-European immigration history (1 = yes)	− .176***	− .182***	− .182**	− .183***	− .182***
Learning about Europe	.179***	.186***	.186***	.186***	.186***
Learning regressed on immigration history				.015
Learning regressed on socio economic status					.062*
Indirect effect				.004	.008*
R²	.079	.085	.085	.085	.087
Level 2
Proportion of non-European immigration history students in class		− .455*	− .369	− .451*	− .363
Class perception of learning about Europe		.442*	.448*	.440*	.446*
Classroom SES			.296*		.301*
Learning regressed on proportion of non-European immigration histories in class				.040
Learning regressed on proportion of low SES students in class					− .057
Indirect effect				.011	− .005
R²		.380	.448	.381	.457

^*p < .05; **p < .01; ***p < .001; MLR estimator; all but the coefficients of the indirect effects are standardised; N = 1313–1318