Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

Table 7

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

LTRQ dimensions	Goals selected by teachers
	Main ideas	Details	Note-making	Connections	Inferencing	Visualizing	Text features	Reasoned 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 *

^∗∗∗𝑃<.001, **𝑃<.01, *𝑃<.05; parens are used to flag effects that suggest a trend, but do not achieve a .05 level of significance (e.g., P < .07).