The relationship among personal achievement motives, school relational goal structures and learning outcomes: a multilevel analysis with PISA 2018 data

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 2 Population correlations and between-school correlations among personal achievement motive and relational goal structures

	China (B–S–J–Z)			USA
Student level [China (B–S–J–Z): N = 11,700; USA N = 4170]
	Competi-tiveness	Work mastery	Fear of failure	Competi-tiveness	Work Mastery	Fear of failure
PERCOMP	.23 (.01)	.22 (.01)	.06 (.02)	.16 (.02)	.16 (.02)	.12 (.02)
PERCOOP	.25 (.02)	.32 (.01)	− .12 (.02)	.15 (.02)	.22 (.02)	− .03 (.02)

School level [China (B–S–J–Z): N = 360; USA N = 162]
	M_C	M_W	M_F	M_C	M_W	M_F
COMPFO	.48 (.06)	.46 (.05)	− .09 (.07)	.37 (.08)	.24 (.09)	.22 (.08)
COOPFO	.42 (.06)	.57 (.06)	− .37 (.06)	.30 (.07)	.36 (.08)	.19 (.08)

PERCOMP is the perception of competition focus in schools, it was measured at student level; similarly, PERCOOP is the perception of cooperation focus in schools measured at student level. COOPFO is the group mean of PERCOOP at school level and COMPFO is the group mean of PERCOMP, both grand-mean centered. M_C, M_W, and M_F represent the school-level group mean of competitiveness, work mastery motives and fear of failure. Standard error was in parenthesis. Significant correlations at p < .5 level are marked bold