†Model 1 included major-level variables alone; Model 2 included major-level variables and student-level socio-demographic variables; Model 3 included major-level variables and all student-level variables.
*Conditional model: Model 1 included major-level variables alone; Model 2 included major-level variables and student-level socio-demographic variables; Model 3 included all variables.
Major-level variables were measured by the mean or percentage of corresponding student-level variables for all individual students in the same major.
According to the results of the final step (Model 3), among all of the major-level variables, majors' average NCEE score was the only significant predictor of first-year GPA.
The following three sets of variables were added in the model in a stepwise manner: major-level variables (Model 1), individual socio-demographic variables (Model 2), and other student-level variables (Model 3).
In generalizing the predictors of academic performance to more medical majors, the HLM framework is useful for accounting for the variability due to student-level and aggregate measures of student-level predictors (major-level variables, e.g., percent female students).
The inclusion of all major-level variables in the model (Model 1) led to a reduction of 59.9% and 8.9% in between-major residual variance and total residual variance, respectively, while adding student-level socio-demographic variables in the model (Model 2) reduced the total residual variance by 13.8%.
Similar analyses showed that education level, variables related to perceived efficacy, perceived major local outbreak and such were significantly associated with various behaviors directed towards protecting others.
Explanatory macro level variables.
Explanatory micro- level variables.
Independent variables included the level-1 variables (the household level variables) and the level-2 variable (the region level variable).
