Explaining persistence in online courses in higher education: a difference-in-differences analysis

Table 5 Results for internal consistency, convergent and discriminant validity

	α	FC	AVE	1	2	3	4	5	6	7	8	9	10	11	12	13
1. Persistence in online courses	0.88	0.93	0.81	0.90
2. Performance expectancy	0.96	0.96	0.75	0.18	0.86
3. Effort expectancy	0.90	0.93	0.77	0.31	0.39	0.88
4. Social influence	0.96	0.98	0.96	− 0.05	0.31	0.17	0.98
5. Facilitating conditions	0.90	0.94	0.83	0.25	0.62	0.50	0.26	0.91
6. Behavioral intention	0.97	0.98	0.93	0.17	0.37	0.33	0.20	0.46	0.97
7. Anxiety	0.92	0.94	0.68	− 0.38	− 0.13	− 0.38	0.09	− 0.25	− 0.24	0.83
8. Employment status	1.00	1.00	1.00	− 0.01	− 0.02	− 0.08	− 0.10	0.00	− 0.04	− 0.07	1.00
9. Family responsibilities	1.00	1.00	1.00	− 0.02	0.04	− 0.10	− 0.07	− .01	− 0.06	0.05	0.23	1.00
10. Employer support	1.00	1.00	1.00	− 0.05	0.13	0.01	0.15	0.09	0.03	0.03	0.22	0.16	1.00
11. Engagement	0.93	0.94	0.74	0.20	0.31	0.16	0.09	0.28	0.16	− 0.06	0.03	0.13	0.05	0.86
12. Satisfaction	0.95	0.96	0.70	0.34	0.41	0.30	0.09	0.44	0.22	− 0.18	0.11	0.09	0.11	0.32	0.84
13. Learning community	0.95	0.96	0.62	0.24	0.46	0.25	0.20	0.41	0.20	− 0.06	0.10	0.14	0.13	0.42	0.77	0.79