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. 2018 Jan 8;15:2. doi: 10.3352/jeehp.2018.15.2

Table 5.

Results of regression analyses: student exhaustion

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.