Table 7: Correlations between implementation quality and LTRQ gains for goals selected by teachers.

LTRQ dimensionsGoals selected by teachers
Main ideasDetailsNote-makingConnectionsInferencingVisualizingText featuresReasoned judgments

Perceptions of competence and control.30−.26.11.01.29−.06−.14−.00
Controllable attributions.32.06.43 (.06)−.16.46 * .09.59**.10
External attributions−.21.12−.28.21−.06.14−.03.18
Task value.46 * .14.28−.02.32.12−.20−.06
Positive personal goals.50 * −.18.27.22.46 * .16.14.21
Positive emotions.24.06.13.09.52 * .13.55*.41 (.07)
Stress and worry−.26.43 (.06)−.18.06−.13−.14−.03.07
Positive task interpretation.41.08.41 (.07)−.16.21−.15.14−.14
Positive criteria.23−.23.15−.30.36−.40−.28−.04
Planning.26.07−.03.22.51 * .10−.30.45 *
Monitoring: learning.46 * −.00.04.06.49 * −.12−.19.26
Monitoring: work progress/methods.33.03−.10−.02.30−.23−.16.08
Adjusting: working with text and rereading.22.12.07−.24.24−.17−.26.08
Adjusting: linking information.37−.21.12.14.57 ** .06−.23.40 (.08)
Adjusting: work management.34−.08.18.01.57 ** .01−.35.42 (.06)
Emotion/motivation control.38.41 (.07).18.08.28−.03−.05.07
Self-evaluating.47 * −.03.14−.09.46 * −.16−.11.20
Working with information.33.06.04.09.59 ** −.07−.27.47 *
Working with text.22−.36.07−.26.28−.53 * −.04.10
Focus on memory.33−.26.08−.22.33−.08−.25−.01
Help seeking.23.11−.31.27.08.02.27−.02
Disengaged−.50 * −.05−.31.13−.20.10.04.26
External focus.04−.16−.18.36.40 (.08).18−.27.48 *

, ** , * ; parens are used to flag effects that suggest a trend, but do not achieve a .05 level of significance (e.g., P < .07).