Table 2.
Descriptive statistics, reliability, and correlation matrices.
| Part A: descriptive statistics and reliability indices | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Variable | Sample | N | Mean | SD | Skew | Kurt | α | CR | AVE |
| Goal-setting | Student | 1,247 | 5.23 | 1.14 | −0.32 | −0.18 | 0.91 | 0.92 | 0.65 |
| Teacher | 358 | 5.41 | 1.08 | −0.28 | −0.15 | 0.89 | 0.90 | 0.63 | |
| Learning motivation | Student | 1,247 | 4.76 | 1.33 | −0.15 | −0.42 | 0.88 | 0.89 | 0.62 |
| Self-efficacy | Student | 1,247 | 4.93 | 1.19 | −0.21 | −0.35 | 0.86 | 0.87 | 0.61 |
| Student behavior | Student | 1,247 | 4.89 | 1.26 | −0.18 | −0.29 | 0.89 | 0.90 | 0.64 |
| Professional identity | Teacher | 358 | 5.28 | 1.02 | −0.35 | 0.12 | 0.90 | 0.91 | 0.66 |
| Teaching efficacy | Teacher | 358 | 5.15 | 1.07 | −0.31 | 0.08 | 0.92 | 0.93 | 0.68 |
| Teacher behavior | Teacher | 358 | 5.12 | 1.15 | −0.24 | −0.16 | 0.87 | 0.88 | 0.62 |
| Org. support | Student | 1,247 | 4.68 | 1.28 | −0.12 | −0.45 | 0.93 | 0.94 | 0.67 |
| Teacher | 358 | 4.85 | 1.21 | −0.19 | −0.38 | 0.94 | 0.94 | 0.68 | |
| Variable | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Part B: student sample correlations (N = 1,247) | |||||
| 1. Goal-setting | – | ||||
| 2. Learning motivation | 0.48*** | – | |||
| 3. Self-efficacy | 0.51*** | 0.64*** | – | ||
| 4. Student behavior | 0.58*** | 0.71*** | 0.66*** | – | |
| 5. Org. support | 0.42*** | 0.38*** | 0.35*** | 0.41*** | – |
| Part C: teacher sample correlations (N = 358) | |||||
| 1. Goal-setting | – | ||||
| 2. Professional identity | 0.44*** | – | |||
| 3. Teaching efficacy | 0.46*** | 0.61*** | – | ||
| 4. Teacher behavior | 0.52*** | 0.67*** | 0.69*** | – | |
| 5. Org. support | 0.43*** | 0.45*** | 0.48*** | 0.48*** | – |
α = Cronbach’s alpha; CR = Composite Reliability; AVE = Average Variance Extracted. All skewness/kurtosis within ±2. ***p < 0.001. VIF<3.0 for all variables. Missing data handled via FIML.