Table 1: Zero-order correlations among negative affect, positive affect, cognitive interference, self-regulated learning strategies, and course attainment in the didactics of mathematics subject matter.

Negative affect
(NA)
Positive affect
(PA)
Cognitive interference
(CI)
Organization
(ORG)
Rehearsal
(REH)
Elaboration
(EL)
Critical thinking
(CT)
Metacognition
(MET)
Time and study environment management
(TSEM)
Effort regulation
(ER)
Peer learning
(PL)
Help seeking
(HS)
Course attainment
(CA)

NA1.00
PA−.121.00
CI.43**−.081.00
ORG.00.18*.071.00
REH.09.25**.18*.60**1.00
EL.00.19*.03.50**.46**1.00
CT−.03.10.03.27**.26**.60**1.00
MET.05.34**.08.48**.56**.59**.49**1.00
TSEM−.10.26**−.04.39**.50**.36**.12.45**1.00
ER−.11.29**−.04.38**.42**.38**.19**.51**.64**1.00
PL.09.28**.06.21**.24**.37**.30**.36**.09.101.00
HS.11.18*.03.08.11.22**.20**.26**.11.04.60**1.00
CA−.11.10−.20**.16*.09.34**.20**.19*.25**.24**.20**.021.00

Note: * (2-tailed), ** (2-tailed).