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. 2021 May 12;16(5):e0251352. doi: 10.1371/journal.pone.0251352

Table 2. Composite reliabilities of the scales per country.

Country of data collection 1 2 3 4 5 6 7 8
Austria .85 .76 .83 .86 .92 .74 .74 .84
Cyprus .85 .78 .81 .83 .90 .82 .77 .75
Finland .85 .83 .83 .86 .86 .75 .76 .89
Germany .85 .75 .83 .85 .89 .78 .75 .84
India .84 .83 .79 .69 .87 .66 .81 .61
North Macedonia .82 .84 .87 .81 .91 .73 .79 .79
Poland - * .84 .86 .81 .89 .76 .71 .80
USA .82 .81 .75 .82 .81 .88 .82 .80

Note. Composite reliabilities accounting for internal consistencies of the scales: 1. Competence, 2. Autonomy, 3. Relatedness, 4. Positive emotion, 5. Intrinsic learning motivation, 6. Engagement, 7. Persistence, 8. Procrastination.

* Due to technical issues, participants in Poland were only presented two items of the competence scale. It was therefore not possible to analyze composite reliability for this scale in this country.