The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

International Journal of STEM Education

Table 1 Correlations, Cronbach’s alpha, and descriptive statistics

	1	2	3	4	5	6	7	8	9	10	11
1. Learning context	–
2. Teacher autonomy support	.08	.77
3. Teacher involvement	.04	.59*	.79
4. Teacher structure	− .01	.74*	.65*	.80
5. Autonomy	.14*	.59*	.44*	.52*	.77
6. Competence	.07	.44*	.45*	.40*	.54*	.83
7. Relatedness	− .02	.42*	.45*	.42*	.47*	.49*	.93
8. Intrinsic motivation	.11	.50*	.38*	.40*	.54*	.58*	.43*	.82
9. Identified regulation	− .01	.49*	.36*	.42*	.49*	.45*	.41*	.74*	.79
10. Introjected regulation	− .20*	− .04	.06	.07	.09	.12*	.08	.23*	.39*	.78
11. External regulation	− .28*	− .25*	− .11	− .15*	− .15*	− .05	− .01	− .08	.12*	.72*	.83
Mean_Inschool	−	3.19	3.26	3.27	5.11	5.34	5.74	3.01	3.13	2.63	2.59
Standard Deviation_Inschool	−	.55	.59	.59	1.18	1.20	1.20	.72	.64	.66	.72
Mean_Afterschool	−	3.29	3.20	3.32	5.48	5.56	5.70	3.20	3.11	2.31	2.08
Standard Deviation_Afterschool	−	.50	.56	.53	.98	1.17	1.27	.72	.75	.65	.75

Note: Program context is coded as in-school = 0 and after-school = 1. Cronbach’s reliability coefficient reported in bold along the diagonal
*p < .05