Table 2.

Correlations among motivation, engagement, self-criticism, and self-compassion in UK graduate students in education (n = 109)

		1	2	3	4	5	6	7	8	9	10	11	12	13	14
1	Gender (0 = M, 1 = F)	–
2	Age	.06	–
3	Programme Level	.18	−.01	–
4	Age of Students	−.08	−.01	−.01	–
5	Self-Study Time	.17	.19*	.12	−.05	–
6	Intrinsic Motivation	.13	.18	−.02	.20*	.26**	–
7	Extrinsic Motivation	.05	−.03	.07	−.02	.13	.44**	–
8	Amotivation	−.07	.12	−.10	.03	.04	−.19*	.04	–
9	Vigour	.05	.05	.09	.21*	.19*	.45**	.24*	−.38**	–
10	Dedication	−.01	−.09	.08	.22*	.20*	.47**	.28**	−.32**	.63**	–
11	Absorption	.15	.23*	.10	.15	.38**	.53**	.19*	−.20*	.61**	.52**	–
12	Inadequate-Self	.03	−.02	−.12	−.001	.08	.01	.20*	.31**	−.33**	−.09	−.04	–
13	Hated-Self	−.04	.09	−.13	.11	.07	.04	.07	.24*	−.28**	−.02	.05	.66**	–
14	Reassured-Self	−.09	−.09	.08	−.04	−.24*	.02	.01	−.21*	.28**	.11	.01	−.66**	−.64**	–

Note. Age of Students (0 = 11–15 years old, 1 = 16 years old or older). * p < .05, ** p < .01