Correction

This article refers to:

Achievement goals, motivations, and social and emotional adjustment in high school: a longitudinal mediation test

Article title: Achievement goals, motivations, and social and emotional adjustment in high school: a longitudinal mediation test

Authors: Stéphane Duchesne and Catherine F. Ratelle

Journal: Educational Psychology

Bibliometrics: Volume 40, Number 8, pages 1033 - 1051

DOI: https://doi.org/10.1080/01443410.2020.1778641

When this article was first published online, the correlation signs were incorrect in Table-1.

The corrected Table-1 is displayed below:

Table 1. Means, Standard Deviations, and Correlations among Latent Variables (N =407)

	1	2	3	4	5	6	7	8	9	10	11	Mean (SD)
1. Intimacy with peers (T1)	—											5.14 (1.36)
2. Depressive symptoms (T1)	-.21	—										1.30 (0.31)
3. Mastery-approach (T1)	.16	-.14	—									3.82 (0.87)
4. Performance-avoidance (T1)	-.07	.06	.23	—								2.42 (1.03)
5. Intrinsic motivation (T2)	.07	-.14	.48	.22	—							3.31 (1.05)
6. Identified regulation (T2)	.23	-.10	.27	.06	.35	—						4.34 (0.70)
7. Introjected regulation (T2)	.12	-.03	.38	.30	.54	.38	—					2.77 (1.10)
8. External regulation (T2)	.11	.03	-.01	.18	-.10	.60	.35	—				3.93 (0.96)
9. Amotivation (T2)	-.17	.15	-.27	.12	-.33	-.58	-.15	-.07	—			1.42 (0.79)
10. Emotional adjustment (T3)	.12	-.39	.12	-.24	.17	.24	-.06	.06	-.40	—		3.77 (0.76)
11. Social adjustment (T3)	.41	-.16	.18	-.27	.26	.33	.17	-.03	-.27	.61	—	4.20 (0.66)

Note. Correlations in bold are statistically significant at p < .05. T1 = Time 1 (second year of high school), T2 = Time 2 (third year of high school), T3 = Time 3 (fourth year of high school).

This error has been corrected and the article has been republished online.