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Table 12 Correlations for motivations to persist

From: Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution

Factors

1

2

3

4

5

6

7

8

9

1. My high school academic achievement was important in my decision to persist.

0.47*

0.33

0.37

0.11

−0.10

0.12

0.43*

2. My SAT/ACT scores were important in my decision to persist.

0.47*

−0.18

0.34

0.36

−0.08

0.13

0.38

3. My study habits are important in my decision to persist.

0.48*

0.21

0.18

0.09

0.07

0.01

0.09

4. My commitment to career and educational goals is important in my decision to persist.

0.47*

0.07

0.22

5. My confidence in quantitative skills (computer skills, mathematical ability, creativity) are important in my decision to persist.

0.17

−0.10

0.27

0.241

0.34

0.04

0.38

−0.05

6. My commitment to this University (Texas State University) is important in my decision to persist.

0.32

0.27

0.38

0.454*

0.42

0.38

0.33

0.31

7. My financial needs are important in my decision to persist.

−0.24

0.13

−0.03

0.17

−0.01

−0.22

0.10

0.31

8. Having family support is important in my decision to persist.

0.33

0.19

0.25

0.297

0.41

.43*

0.25

0.09

9. Social engagement at the university is important in my decision to persist.

0.21

0.45*

−0.10

0.345

0.23

0.45*

0.16

0.38

  1. Notes: Correlations for White students (n = 26) are presented above the diagonal, and correlations for minority students (n = 22) are presented below the diagonal.
  2. *Means correlation is significant to the 0.05 level. All White students chose the same response to factor 4, which resulted in a null correlation