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Table 1 Means, Standard Deviations, and Reliability of Each Measure and Correlations Between Measures

From: Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior

   N M SD 1 2 3 4 5 6 7 8 9
1 Mindfulness: observing 173 22.61 4.68 .64         
2 Mindfulness: describing 175 22.63 6.06 .03 .87        
3 Mindfulness: act-with-awareness 169 25.24 5.44 − .20** .33** .82       
4 Mindfulness: nonreactivity 173 19.91 3.90 .07 .28** .13 .67      
5 Mindfulness: nonjudging 174 23.23 5.26 − .35** .17* .30** .15 .78     
6 Competence perception 175 8.58 2.25 .01 .30** .23** .31** .21** .66    
7 Implicit theory of intelligence 174 9.06 3.21 − .02 − .24** − .30** − .06 − .22** − .13 .85   
8 Mastery-approach goals 175 10.82 2.39 .02 .01 .13 − .06 − .06 .08 − .12 .75  
9 Mastery-avoidance goals 175 9.34 2.55 .14 .07 − .02 .03 − .07 .22** .03 .48** .85
10 Performance-approach goals 174 9.07 3.16 .10 − .05 − .01 .07 − .11 .18* .00 .53** .28**
11 Performance-avoidance goals 175 9.28 3.18 .10 − .05 − .10 .00 − .17* .05 .10 .27** .27**
12 Autonomous academic reasons 173 27.45 5.40 .11 .11 .18* .17* .06 .22** − .20** .40** .26*
13 Controlled academic reasons 172 22.60 5.10 .08 − .17* − .07 .04 − .10 .03 .19* .23** .16*
14 Test anxiety 175 34.97 10.12 .08 − .20** − .27** − .14 − .16* − .09 .16* .13 .12
15 Enjoyment 173 16.21 5.40 .10 .04 .21** .07 .14 .19* − .14 .35** .29**
16 Lack of study strategies 175 10.06 3.05 .13 − .24** − .14 − .19* − .24* − .35** .02 − .05 − .14
17 Mind-wandering 173 18.65 4.15 .16* − .32** − .57** − .24** − .28** − .28** .21** − .17* − .07
18 Help-seeking avoidance 174 7.37 3.15 .03 − .34** − .31** − .10 − .19* − .16* .16* − .18* − .16*
19 Sex 175 0.59 0.49 .09 − .20** .07 − .15 .02 − .13 − .02 .07 .01
   N M SD 10 11 12 13 14 15 16 17 18
1 Mindfulness: observing 173 22.61 4.68          
2 Mindfulness: describing 175 22.63 6.06          
3 Mindfulness: act-with-awareness 169 25.24 5.44          
4 Mindfulness: nonreactivity 173 19.91 3.90          
5 Mindfulness: nonjudging 174 23.23 5.26          
6 Competence perception 175 8.58 2.25          
7 Implicit theory of intelligence 174 9.06 3.21          
8 Mastery-approach goals 175 10.82 2.39          
9 Mastery-avoidance goals 175 9.34 2.55          
10 Performance-approach goals 174 9.07 3.16 .88         
11 Performance-avoidance goals 175 9.28 3.18 .63** .90        
12 Autonomous academic reasons 173 27.45 5.40 .36** .16* .86       
13 Controlled academic reasons 172 22.60 5.10 .52* .50* .15* .77      
14 Test anxiety 175 34.97 10.12 .19* .34** .06 .25** .89     
15 Enjoyment 173 16.21 5.40 .24** .10 .70** .12 − .07 .91    
16 Lack of study strategies 175 10.06 3.05 − .03 .10 − .25** .17* .32** − .25** .88   
17 Mind-wandering 173 18.65 4.15 − .08 .02 − .29** .03 .23** − .29** .33** .72  
18 Help-seeking avoidance 174 7.37 3.15 − .10 .07 − .38** .09 .14 − .32** .34** .43** .89
19 Sex 175 0.59 0.49 .05 − .06 .05 .06 − .01 .04 .14 − .03 − .04
  1. *p < .05, **p < .01 (two-tailed tests). Sex was coded as 0 for males and 1 for females. Values in the diagonal are Cronbach's alpha coefficients. N ranges from 169 to 175 due to missing data (response rate = 94% to 98%)