Table 5.

Mean differences in mathematics performance and academic well-being measures between the profiles in grade nine.

Variable	Sample mean		Thriving		Average		Low-performing		Negative academic well-being		F(3,990)	p	η2
	N = 994		N = 245		N = 501		N = 70		N = 178
	M	SD	M	SD	M	SD	M	SD	M	SD
Mathematics performance	109.4	15.6	121.2	12.8	108.3	13.1	88.9	14.6	104.2	13.6	131.068	∗	0.28
Mathematic self-concept	3.5	2.8	4.3	0.62	3.4	0.77	2.6a	0.80	2.9a	0.91	160.142	∗	0.33
Engagement	4.0	1.4	5.1	1.2	3.8b	1.2	3.6ab	1.5	3.3a	1.4	90.724	∗	0.22
Exhaustion	2.8	1.2	1.8a	0.67	2.9	0.72	1.7a	0.54	4.5	0.83	529.721	∗	0.62
Cynicism	2.6	1.2	1.6a	0.59	2.8	0.79	1.6a	0.55	4.0	0.97	410.244	∗	0.55
Inadequacy	3.0	1.3	1.7a	0.60	3.3	0.79	1.9a	0.69	4.7	0.71	654.868	∗	0.66

Academic well-being and mathematics performance profile means within a row sharing the same subscripts are not significantly different at the p < 0.05 level. N describes the I-States rather than the number of students ^∗ p < 0.001.