Table 3.
Simple slopes at different organizational support levels.
| Outcome | Sample | OS level | β | SE | 95%CI | t |
|---|---|---|---|---|---|---|
| Learning motivation | Student | Low (−1 SD) | 0.38 | 0.05 | [0.28,0.48] | 7.60*** |
| High (+1 SD) | 0.58 | 0.05 | [0.48,0.68] | 11.60*** | ||
| Self-efficacy | Student | Low (−1 SD) | 0.41 | 0.05 | [0.31,0.51] | 8.20*** |
| High (+1 SD) | 0.55 | 0.05 | [0.45,0.65] | 11.00*** | ||
| Student behavior | Student | Low (−1 SD) | 0.35 | 0.05 | [0.25,0.45] | 7.00*** |
| High (+1 SD) | 0.49 | 0.05 | [0.39,0.59] | 9.80*** | ||
| Professional identity | Teacher | Low (−1 SD) | 0.32 | 0.06 | [0.20,0.44] | 5.33*** |
| High (+1 SD) | 0.56 | 0.06 | [0.44,0.68] | 9.33*** | ||
| Teaching efficacy | Teacher | Low (−1 SD) | 0.36 | 0.06 | [0.24,0.48] | 6.00*** |
| High (+1 SD) | 0.54 | 0.06 | [0.42,0.66] | 9.00*** | ||
| Teacher behavior | Teacher | Low (−1 SD) | 0.31 | 0.06 | [0.19,0.43] | 5.17*** |
| High (+1 SD) | 0.45 | 0.06 | [0.33,0.57] | 7.50*** |
OS, Organizational support; β = standardized coefficient of goal-setting on outcome at specified level; Low = Mean – 1 SD; High = Mean + 1 SD. ***p < 0.001.