A Survey on the Permanence of Finnish Students’ Arithmetical Skills and the Role of Motivation

<div class="floats-full-page floats-full-page-other"><h2>Table 3</h2><div class="floats-full-page-caption">Cluster means for final three-cluster solution (<svg height="9.21094pt" id="M55" style="vertical-align:-0.2129908pt" version="1.1" viewbox="-0.0498162 -8.99795 11.5092 9.21094" width="11.5092pt" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><g transform="matrix(.0135,0,0,-0.0135,0,0)"><path d="M822 650H589L583 622C660 617 677 607 674 561C672 534 664 481 647 390L600 137H596L273 650H126L120 622C176 620 194 615 207 594C221 571 225 557 214 504L161 257C141 166 129 112 121 85C108 42 83 30 29 28L23 0H260L266 28C193 33 173 42 176 89C178 122 186 172 202 255L256 527H259L583 -8H612L690 390C708 481 720 535 728 558C744 603 756 619 816 622L822 650Z" id="g113-79"></path><glyph.data ascent="3473" descent="-2876" horiz-adv-x="839" vert-adv-y="839"></glyph.data></g></svg> = 398).</div><div class="floats-full-page-content"><table class="table-group" id="tab3"><tr><td><table class="table"><tr><td class="thead-hr" colspan="4"><hr /></td></tr><tr class="thead"><td align="left">Variable</td><td align="center">Cluster 1 <br />(<svg height="6.42315pt" id="M56" style="vertical-align:-0.2129903pt" version="1.1" viewbox="-0.0498162 -6.21016 6.92631 6.42315" width="6.92631pt" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><g transform="matrix(.0135,0,0,-0.0135,0,0)"><path d="M495 86L479 114C446 82 419 66 409 66C401 66 401 72 406 97C420 166 436 231 453 297C489 435 454 448 428 448C406 448 384 439 354 422C305 394 222 327 161 247H159L183 345C200 415 194 448 173 448C143 448 82 410 23 351L38 325C64 349 95 371 105 371C111 371 116 365 109 336L25 -4L31 -12C50 -4 77 3 107 9C119 69 132 122 145 168C197 254 321 381 370 381C387 381 393 374 378 305L329 95C309 17 320 -12 345 -12C372 -12 430 19 495 86Z" id="g113-111"></path><glyph.data ascent="3473" descent="-2876" horiz-adv-x="502" vert-adv-y="502"></glyph.data></g></svg> = 93)</td><td align="center">Cluster 2 <br />(<svg height="6.42315pt" id="M57" style="vertical-align:-0.2129903pt" version="1.1" viewbox="-0.0498162 -6.21016 6.92631 6.42315" width="6.92631pt" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><g transform="matrix(.0135,0,0,-0.0135,0,0)"><path d="M495 86L479 114C446 82 419 66 409 66C401 66 401 72 406 97C420 166 436 231 453 297C489 435 454 448 428 448C406 448 384 439 354 422C305 394 222 327 161 247H159L183 345C200 415 194 448 173 448C143 448 82 410 23 351L38 325C64 349 95 371 105 371C111 371 116 365 109 336L25 -4L31 -12C50 -4 77 3 107 9C119 69 132 122 145 168C197 254 321 381 370 381C387 381 393 374 378 305L329 95C309 17 320 -12 345 -12C372 -12 430 19 495 86Z" id="g113-111"></path><glyph.data ascent="3473" descent="-2876" horiz-adv-x="502" vert-adv-y="502"></glyph.data></g></svg> = 151)</td><td align="center">Cluster 3 <br />(<svg height="6.42315pt" id="M58" style="vertical-align:-0.2129903pt" version="1.1" viewbox="-0.0498162 -6.21016 6.92631 6.42315" width="6.92631pt" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><g transform="matrix(.0135,0,0,-0.0135,0,0)"><path d="M495 86L479 114C446 82 419 66 409 66C401 66 401 72 406 97C420 166 436 231 453 297C489 435 454 448 428 448C406 448 384 439 354 422C305 394 222 327 161 247H159L183 345C200 415 194 448 173 448C143 448 82 410 23 351L38 325C64 349 95 371 105 371C111 371 116 365 109 336L25 -4L31 -12C50 -4 77 3 107 9C119 69 132 122 145 168C197 254 321 381 370 381C387 381 393 374 378 305L329 95C309 17 320 -12 345 -12C372 -12 430 19 495 86Z" id="g113-111"></path><glyph.data ascent="3473" descent="-2876" horiz-adv-x="502" vert-adv-y="502"></glyph.data></g></svg> = 154)</td></tr><tr><td class="thead-hr" colspan="4"><hr /></td></tr><tr><td align="left">Mastery orientation</td><td align="center">−1.13</td><td align="center">0.70</td><td align="center">−0.02</td></tr><tr><td align="left">Performance-approach orientation</td><td align="center">−0.85</td><td align="center">0.43</td><td align="center">0.10</td></tr><tr><td align="left">Performance-avoidance orientation</td><td align="center">−0.25</td><td align="center">−0.37</td><td align="center">0.50</td></tr><tr><td align="left">Avoidance orientation</td><td align="center">0.76</td><td align="center">−0.73</td><td align="center">0.23</td></tr><tr><td align="left">Perceived competence</td><td align="center">−1.01</td><td align="center">0.88</td><td align="center">−0.23</td></tr><tr><td align="left">Task value</td><td align="center">−1.19</td><td align="center">0.82</td><td align="center">−0.05</td></tr><tr class="table-tr"><td colspan="4"><hr class="tbody-hr" /></td></tr></table></td></tr></table></div></div>

Table 3 | A Survey on the Permanence of Finnish Students’ Arithmetical Skills and the Role of Motivation

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Table 3: A Survey on the Permanence of Finnish Students’ Arithmetical Skills and the Role of Motivation

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Table 3

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