Mple and 22 (n = 87) were reported by a parent or primary care-giver

Mple and 22 (n = 87) were reported by a parent or primary care-giver to have a disability. The predominant disability/ chronic health conditions included asthma (18.8 ), auditory disability (15.9 ), Attention Deficit Hyperactivity Disorder / Attention Deficit Disorders (14.5 ), learning disability (11.6 ), Autism Spectrum Disorders (10.1 ), and cerebral palsy (8.7 ). The majority of the students (58 , n = 224) were from buy Imatinib (Mesylate) mid-range SES households; followed by high-SES households (32.1 , n = 124) and low-SES families (9.8 , n = 38) [86].Testing the effect of clustering of students in classes on their school belongingness scoresThe class-level Intra Class Correlation Coefficient (ICC) for the primary school belongingness was 4 which suggested that the contribution of clustering to the overall variance was small. Based on these findings we can confidently state that for the study’s ICG-001 chemical information sample, after adjustment for gender, disability, and household-SES, clustering appeared to have minimal effect on the relationships between the student personal factors and school belongingness scores. Hence, further analyses were undertaken at the level of the individual student.Predictors of primary school belongingness at the level of the individual studentTable 4 displays the unstandardized regression coefficients (B) and standard errors (SE), and the standardized regression coefficients (Beta), and R, R2, and adjusted R2 after entry of all variables. R was significantly different from zero at the end of each step. No significant interactions were found; so, interaction terms were deleted from the final models. Block 1. Demographic factors including gender, disability and household-SES accounted for 2.5 of the variability in primary school belongingness (F (4, 365) = 2.32, p = .057). Girls (Beta = .08, p = .019) and students with disability (Beta = .08, p = .014) reported higher belongingness than boys, and their typically developing counterparts; respectively. No variability in primary school belongingness due to household-SES was documented.PLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,8 /Table 4. Factors associated with belongingness in primary school (N = 395).Factor Unstandardized Coefficients SE .06 .07 .09 .13 .08 .12 2.25 .025 .02 -.03 -.63 .528 -.33 -.04 -.78 .438 -.24 .06 1.21 .228 -.06 .23 .10 .17 .34 59.08 <.001 3.68 3.94 Beta Lower Bound Upper Bound (Constant) Girls Disability Low-Q SES household High-Q SES household R = .157, R2 = .025 adjusted R2 = .014 F [4, 365] = 2.32, p = .057 (Constant) Girls Disability Low-Q SES household High-Q SES household Social acceptance competencea .21 .15 -.52 -.02 .14 .03 .20 .00 -.29 .07 -.33 .04 .15 .05 .20 Physical appearance competenceb Low-Q cope solve the problemc Non-productive copingd Affiliation motivatione F [9, 360] = 35.96, p < .001 (Constant) Girls Disability Low-Q SES household High-Q SES household Social acceptance competencea 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 F [11, 358] = 39.282, p < .001 .02 -.07 .18 .15 -.49 -.02 .15 .22 -.15 .15 .11 .05 .07 .09 .06 .05 .04 .06 .00 .03 .06 .06 3.03 .23 .08 .09 .01 -.05 .18 .15 -.32 -.27 .21 .16 -.10 13.14 2.09 2.34 .18 -1.18 3.83 3.59 -7.68 -7.16 5.58 3.88 -2.50 <.001 .037 .020 .854 .239 <.001 <.001 <.001 <.001 <.001 <.001 .013 2.58 .01 .02 -.16 -.19 .09 .07 -.62 -.02 .10 .11 -.27 3.48 .21 .28.Mple and 22 (n = 87) were reported by a parent or primary care-giver to have a disability. The predominant disability/ chronic health conditions included asthma (18.8 ), auditory disability (15.9 ), Attention Deficit Hyperactivity Disorder / Attention Deficit Disorders (14.5 ), learning disability (11.6 ), Autism Spectrum Disorders (10.1 ), and cerebral palsy (8.7 ). The majority of the students (58 , n = 224) were from mid-range SES households; followed by high-SES households (32.1 , n = 124) and low-SES families (9.8 , n = 38) [86].Testing the effect of clustering of students in classes on their school belongingness scoresThe class-level Intra Class Correlation Coefficient (ICC) for the primary school belongingness was 4 which suggested that the contribution of clustering to the overall variance was small. Based on these findings we can confidently state that for the study's sample, after adjustment for gender, disability, and household-SES, clustering appeared to have minimal effect on the relationships between the student personal factors and school belongingness scores. Hence, further analyses were undertaken at the level of the individual student.Predictors of primary school belongingness at the level of the individual studentTable 4 displays the unstandardized regression coefficients (B) and standard errors (SE), and the standardized regression coefficients (Beta), and R, R2, and adjusted R2 after entry of all variables. R was significantly different from zero at the end of each step. No significant interactions were found; so, interaction terms were deleted from the final models. Block 1. Demographic factors including gender, disability and household-SES accounted for 2.5 of the variability in primary school belongingness (F (4, 365) = 2.32, p = .057). Girls (Beta = .08, p = .019) and students with disability (Beta = .08, p = .014) reported higher belongingness than boys, and their typically developing counterparts; respectively. No variability in primary school belongingness due to household-SES was documented.PLOS ONE | DOI:10.1371/journal.pone.0123353 April 15,8 /Table 4. Factors associated with belongingness in primary school (N = 395).Factor Unstandardized Coefficients SE .06 .07 .09 .13 .08 .12 2.25 .025 .02 -.03 -.63 .528 -.33 -.04 -.78 .438 -.24 .06 1.21 .228 -.06 .23 .10 .17 .34 59.08 <.001 3.68 3.94 Beta Lower Bound Upper Bound (Constant) Girls Disability Low-Q SES household High-Q SES household R = .157, R2 = .025 adjusted R2 = .014 F [4, 365] = 2.32, p = .057 (Constant) Girls Disability Low-Q SES household High-Q SES household Social acceptance competencea .21 .15 -.52 -.02 .14 .03 .20 .00 -.29 .07 -.33 .04 .15 .05 .20 Physical appearance competenceb Low-Q cope solve the problemc Non-productive copingd Affiliation motivatione F [9, 360] = 35.96, p < .001 (Constant) Girls Disability Low-Q SES household High-Q SES household Social acceptance competencea 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 F [11, 358] = 39.282, p < .001 .02 -.07 .18 .15 -.49 -.02 .15 .22 -.15 .15 .11 .05 .07 .09 .06 .05 .04 .06 .00 .03 .06 .06 3.03 .23 .08 .09 .01 -.05 .18 .15 -.32 -.27 .21 .16 -.10 13.14 2.09 2.34 .18 -1.18 3.83 3.59 -7.68 -7.16 5.58 3.88 -2.50 <.001 .037 .020 .854 .239 <.001 <.001 <.001 <.001 <.001 <.001 .013 2.58 .01 .02 -.16 -.19 .09 .07 -.62 -.02 .10 .11 -.27 3.48 .21 .28.