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26). In Model 1, we found a significant positive main effect of ethnicity [b = 48.20, SE = 6.29, t(656) = 7.67, p effect of percentage of Turkish-origin students [b = ?0.57.45, SE = 31.76, t(656) = ?1.81, p = 0.07], but unexpectedly no cross-level interaction effect on students' performance (p = 0.81; see Table ?Table2).2). In Model 2, all variables reached significance (all ps Sitaxentan for SES, grade, school types, and the proportion of other migrant students at the classroom level (all ps in the proportion of Turkish-origin students in the classroom is associated with a performance decrease across all groups of 6.36 points, which indicates a rather Afatinib in vivo small effect. Moreover, the main effect of the student-level ethnicity predicts performance [b = 26.99, SE = 6.19, t(657) = 4.36, p CAL-101 datasheet Sense of belonging In the present study, the mean sense of belonging score differed between the two ethnic groups (Germans: M = 3.29, SD = 0.54; Turkish-origin migrants: M = 3.38, SD = 0.51), t(9213) = 3.75, p > 0.001. The vast majority of variance in sense of belonging was on the individual level, with only 3% of the variance between classrooms (ICC = 0.03). In Model 1, as predicted, the main effect of percentage of Turkish-origin students [b = 0.59, SE = 0.15, t(656) = 4.08, p