.19 .05 .27 .23 -.37 -.01 .20 .33 -.03 .01 .06 .00 -.02 .09 -.01 -.24 .10 4.36 3.54 -7.86 -7.28 5.12 .11 .066 .07 1.73 .13 .05 .09 2.44 3.07 .23 13.19 <.001 .015 .085 .807 .921 <.001 <.001 <.001 <.001 <.001 2.62 .06 -.02 -.20 -.

.19 .05 .27 .2Trichostatin A cost WP1066.html”>WP1066MedChemExpress WP1066 3 -.37 -.01 .20 .33 -.03 .01 .06 .00 -.02 .09 -.01 -.24 .10 4.36 3.54 -7.86 -7.28 5.12 .11 .066 .07 1.73 .13 .05 .09 2.44 3.07 .23 13.19 <.001 .015 .085 .807 .921 <.001 <.001 <.001 <.001 <.001 2.62 .06 -.02 -.20 -.11 .11 .07 -.65 -.02 .08 3.53 .24 .24 .16 .12 .30 .23 -.39 -.01 .19 .18 -.08 -.07 .09 3.80 Standardized Coefficients t Sig. 95 Confidence Interval for BModelStep 1 CovariatesPLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,R2 Change = .471, R = .704, R2 = .495, adjusted R2 = .483, F change for R2 = 67.17, p < .001 R2 Change = .030, R = .725, R2 = .525, adjusted R2 = .510, F change for R2 = 11.12, p < .Step 2 Covariates + student personal factorsStep 3 Covariates + student personal factors + family factors(Continued)School Belongingness among Primary School Students9 /Table 4. (Continued)Factor Unstandardized Coefficients SE .26 .05 .06 .08 .05 .04 .04 .06 .00 .02 .05 .05 .04 .06 .04 .05 .04 .05 -.07 .17 -.10 .11 -.11 .17 -.09 .10 .15 4.57 2.75 -2.66 4.08 -2.75 2.78 -2.14 4.73 -2.99 -.22 -6.41 -.16 -4.09 <.001 <.001 <.001 .006 .008 <.001 .006 .006 .033 <.001 .003 .10 2.84 .005 .13 3.30 <.001 .05 .03 -.36 -.02 .06 .04 -.24 .09 -.27 .03 -.20 .10 -.24 -.03 -.99 .323 -.15 .00 .10 .920 -.14 .08 2.47 .014 .03 .08 2.36 .019 .019 .19 .25 .16 .05 .21 .17 -.13 -.01 .15 .23 -.04 .25 -.05 .17 -.01 .24 -.05 6.64 <.001 1.22 2.25 Beta Lower Bound Upper Bound (Constant) Girls Disability Low-Q SES household High-Q SES household Social acceptance competencea .13 .10 -.24 -.01 .11 .14 -.14 .17 -.16 .10 -.11 .17 -.15 Physical appearance competenceb Low-Q cope solve the problemc Non-productive copingd Affiliation motivatione Trade Vs University expectations for childf Low-Q school-based involvement by parentg Classroom involvementh Low-Q task goal orientationi Autonomy provisionj Low-Q parental invitation for involvementk Cultural pluralisml Disagree Vs Agree to being bulliedm F [17, 352] = 40.93, p < .001 -.05 .01 .14 .11 1.74 Standardized Coefficients t Sig. 95 Confidence Interval for BModelPLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,R2 Change = .139, R = .815, R2 = .664, adjusted R2 = .648, F change for R2 = 24.29, p < .Step 4 Covariates + student personal factors + family factors + school and classroom factorsNOTE: Social acceptance competencea and Physical appearance competenceb measured using the Self-Perception Profile for Adolescents [123]; Low-Q cope solve the problemcand Non-productive copingd–measured using the Short form of the Adolescent Coping Scale (ACS) [128]; Affiliation motivatione–measured using the Inventory of School Motivation (ISM) [129,130]; Trade Vs University expectations for childf–measured using the Expectation of schooling scale [133]; Low-Q school-based involvement by parentg andLow-Q parental invitation for involvementk measured using the Multidimensional assessment of family involvement [143]; Low-Q task goal orientationi, Autonomy provisionj, Culturalpluralisml, Disagree Vs Agree to being bulliedm–measured using the The Middle School Classroom Environment Indicator (MSCEI) [146]. Where variables are prefixed by `Low-Q’ or `High-Q’ this refers to the low or high quartile of the distribution (as described in the Methods).doi:10.1371/journal.pone.0123353.tSchool Belongingness among Primary School Students10 /School Belongingness among Primary School StudentsBlock 2. The addition of student personal factors enabled the model to explain 49.5 of the variability in school belongingness..19 .05 .27 .23 -.37 -.01 .20 .33 -.03 .01 .06 .00 -.02 .09 -.01 -.24 .10 4.36 3.54 -7.86 -7.28 5.12 .11 .066 .07 1.73 .13 .05 .09 2.44 3.07 .23 13.19 <.001 .015 .085 .807 .921 <.001 <.001 <.001 <.001 <.001 2.62 .06 -.02 -.20 -.11 .11 .07 -.65 -.02 .08 3.53 .24 .24 .16 .12 .30 .23 -.39 -.01 .19 .18 -.08 -.07 .09 3.80 Standardized Coefficients t Sig. 95 Confidence Interval for BModelStep 1 CovariatesPLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,R2 Change = .471, R = .704, R2 = .495, adjusted R2 = .483, F change for R2 = 67.17, p < .001 R2 Change = .030, R = .725, R2 = .525, adjusted R2 = .510, F change for R2 = 11.12, p < .Step 2 Covariates + student personal factorsStep 3 Covariates + student personal factors + family factors(Continued)School Belongingness among Primary School Students9 /Table 4. (Continued)Factor Unstandardized Coefficients SE .26 .05 .06 .08 .05 .04 .04 .06 .00 .02 .05 .05 .04 .06 .04 .05 .04 .05 -.07 .17 -.10 .11 -.11 .17 -.09 .10 .15 4.57 2.75 -2.66 4.08 -2.75 2.78 -2.14 4.73 -2.99 -.22 -6.41 -.16 -4.09 <.001 <.001 <.001 .006 .008 <.001 .006 .006 .033 <.001 .003 .10 2.84 .005 .13 3.30 <.001 .05 .03 -.36 -.02 .06 .04 -.24 .09 -.27 .03 -.20 .10 -.24 -.03 -.99 .323 -.15 .00 .10 .920 -.14 .08 2.47 .014 .03 .08 2.36 .019 .019 .19 .25 .16 .05 .21 .17 -.13 -.01 .15 .23 -.04 .25 -.05 .17 -.01 .24 -.05 6.64 <.001 1.22 2.25 Beta Lower Bound Upper Bound (Constant) Girls Disability Low-Q SES household High-Q SES household Social acceptance competencea .13 .10 -.24 -.01 .11 .14 -.14 .17 -.16 .10 -.11 .17 -.15 Physical appearance competenceb Low-Q cope solve the problemc Non-productive copingd Affiliation motivatione Trade Vs University expectations for childf Low-Q school-based involvement by parentg Classroom involvementh Low-Q task goal orientationi Autonomy provisionj Low-Q parental invitation for involvementk Cultural pluralisml Disagree Vs Agree to being bulliedm F [17, 352] = 40.93, p < .001 -.05 .01 .14 .11 1.74 Standardized Coefficients t Sig. 95 Confidence Interval for BModelPLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,R2 Change = .139, R = .815, R2 = .664, adjusted R2 = .648, F change for R2 = 24.29, p < .Step 4 Covariates + student personal factors + family factors + school and classroom factorsNOTE: Social acceptance competencea and Physical appearance competenceb measured using the Self-Perception Profile for Adolescents [123]; Low-Q cope solve the problemcand Non-productive copingd–measured using the Short form of the Adolescent Coping Scale (ACS) [128]; Affiliation motivatione–measured using the Inventory of School Motivation (ISM) [129,130]; Trade Vs University expectations for childf–measured using the Expectation of schooling scale [133]; Low-Q school-based involvement by parentg andLow-Q parental invitation for involvementk measured using the Multidimensional assessment of family involvement [143]; Low-Q task goal orientationi, Autonomy provisionj, Culturalpluralisml, Disagree Vs Agree to being bulliedm–measured using the The Middle School Classroom Environment Indicator (MSCEI) [146]. Where variables are prefixed by `Low-Q’ or `High-Q’ this refers to the low or high quartile of the distribution (as described in the Methods).doi:10.1371/journal.pone.0123353.tSchool Belongingness among Primary School Students10 /School Belongingness among Primary School StudentsBlock 2. The addition of student personal factors enabled the model to explain 49.5 of the variability in school belongingness.

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