Table 5.
Variable | Step 1 |
Step 2 |
||||
---|---|---|---|---|---|---|
B | SE(B) | β | B | SE(B) | β | |
Gender | –0.00 | 0.06 | –0.00 | –0.02 | 0.05 | –0.02 |
Year in program | –0.00 | 0.03 | –0.00 | 0.00 | 0.02 | 0.00 |
Autonomy | –0.11 | 0.05 | –0.17* | –0.11 | 0.04 | –0.17* |
Competence | –0.35 | 0.05 | –0.49** | –0.24 | 0.05 | –0.33** |
Relatedness | 0.04 | 0.03 | 0.09 | 0.08 | 0.03 | 0.15* |
Self-compassion | –0.23 | 0.04 | –0.32** | |||
Leisure-time exercise | –0.01 | 0.01 | –0.12* | |||
Performance approach goals | –0.04 | 0.02 | –0.10 | |||
Performance avoidance goals | –0.06 | 0.03 | –0.11 | |||
Mastery approach goals | –0.04 | 0.04 | –0.06 | |||
Mastery avoidance goals | 0.12 | 0.04 | 0.22** | |||
F (5,186)=18.11, R2 adj=0.31, P<0.001 | F (11,180)=15.04, R2 adj=0.45, P<0.001 |
Step 1 includes students’ gender, year in medical school, and the 3 psychological needs; step 2 includes self-compassion, leisure-time exercise, and the 4 achievement goals, while controlling for the variables entered in step 1.
P<0.05.
P<0.01.