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Relationships between Dimensions of Perfectionism and Perceived Test Threat

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Title: Relationships between Dimensions of Perfectionism and Perceived Test Threat
Language: English
Authors: Tina Ahmadi, W. Holmes Finch, C. Addison Helsper, Jerrell Cassady
Source: Psychology in the Schools. 2025 62(5):1332-1354.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Personality Traits, Test Anxiety, Learning Strategies, Correlation, Cognitive Processes
DOI: 10.1002/pits.23397
ISSN: 0033-3085
1520-6807
Abstract: Perfectionism research has progressively supported an identification of two related dimensions, referred to as perfectionistic strivings (PS) and perfectionistic concerns (PC). Examinations of learner experiences based on these two dimensions have routinely demonstrated differential influence on academic emotions and performances, examining the constructs from either dimensional or typological approaches. The aim of this study was to determine the relationships among each dimension of perfectionism with cognitive test anxiety (CTA), self-regulated learning strategies (SRL), and learners' threat appraisals related to forthcoming tests (Perceived Test Threat or PTT). Structural equation modeling revealed that (a) CTA partially mediated the relationship between PC and PTT and (b) SRL fully mediated the inverse relationship between PS and PTT. Furthermore, generalized additive model (GAM) confirmed a positive linear relationship between PC and PTT, but revealed the relationship between PS and PTT was curvilinear. The results indicate that moderate levels of PS support more positive appraisals of academic outcomes by activating self-regulated learning tendencies. Conversely, as learners' levels of PC increased, so did their activation of test anxiety and a subsequent appraisal of tests as threatening events.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466204
Database: ERIC
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  Value: <anid>AN0184274954;pis01may.25;2025Apr08.06:14;v2.2.500</anid> <title id="AN0184274954-1">Relationships Between Dimensions of Perfectionism and Perceived Test Threat </title> <p>Perfectionism research has progressively supported an identification of two related dimensions, referred to as perfectionistic strivings (PS) and perfectionistic concerns (PC). Examinations of learner experiences based on these two dimensions have routinely demonstrated differential influence on academic emotions and performances, examining the constructs from either dimensional or typological approaches. The aim of this study was to determine the relationships among each dimension of perfectionism with cognitive test anxiety (CTA), self‐regulated learning strategies (SRL), and learners' threat appraisals related to forthcoming tests (Perceived Test Threat or PTT). Structural equation modeling revealed that (a) CTA partially mediated the relationship between PC and PTT and (b) SRL fully mediated the inverse relationship between PS and PTT. Furthermore, generalized additive model (GAM) confirmed a positive linear relationship between PC and PTT, but revealed the relationship between PS and PTT was curvilinear. The results indicate that moderate levels of PS support more positive appraisals of academic outcomes by activating self‐regulated learning tendencies. Conversely, as learners' levels of PC increased, so did their activation of test anxiety and a subsequent appraisal of tests as threatening events.</p> <p>Summary: As learners' levels of Perfectionistic Concerns (PC) rise, so do their levels of Perceived Test Threat (PTT), boosting negative affective experiences for students with this form of perfectionism.Perfectionistic Strivings (PS) were seen to have a beneficial impact to a point—that is, students with "moderate" levels of PS demonstrated lower levels of PTT—but when PS became "extreme," elevated perceived threat was reported.The relationship between PC and PTT is mediated by Cognitive Test Anxiety (CTA)—explaining a sizable portion of that relationship.The relationship between PS and PTT is mediated by Self‐Regulated Learning (SRL) skills.</p> <p>Keywords: cognitive test anxiety; perfectionism; self‐regulated learning</p> <hd id="AN0184274954-2">Introduction</hd> <p></p> <hd id="AN0184274954-3">Dimensions of Perfectionism</hd> <p>Research on perfectionism in academic settings has been converging on a consensus that learners' perfectionism is best conceptualized as the intersection of two primary dimensions known as Perfectionistic Concerns (PC) and Perfectionistic Strivings (PS; Stoeber [<reflink idref="bib49" id="ref1">49</reflink>]). Although researchers have used various terms to refer to dimensions of perfectionism, we will refer to these two within our paper with PS describing Personal Standards and PC describing Concern over Mistakes and Doubts (Stöber [<reflink idref="bib47" id="ref2">47</reflink>]). PC are most directly representative of the traditional maladaptive aspects of perfectionism, such as adopting others' expectations for success, excessive worry over performance, and concerns about meeting others' expectations (Stoeber and Otto [<reflink idref="bib50" id="ref3">50</reflink>]). Conversely, PS refers to learners' tendencies to hold personally prescribed high standards for performance and have been proposed to be aligned with adaptive outcomes or referred to as "good perfectionism" (Stoeber and Otto [<reflink idref="bib50" id="ref4">50</reflink>]). These dimensions of perfectionism have been used in research to explore unique as well as combined influence on several outcome variables directly. They have also been used to define "types" or profiles of perfectionism, categorizing individuals based on their reported levels of each dimension (see Gaudreau and Thompson [<reflink idref="bib22" id="ref5">22</reflink>]).</p> <p>The research exploring PC has routinely demonstrated learners with higher levels of PC are more likely to report heightened test anxiety (Burcaş and Creţu [<reflink idref="bib5" id="ref6">5</reflink>]; Hejazi and Khalili [<reflink idref="bib26" id="ref7">26</reflink>]; Stricker, Schneider, and Preckel [<reflink idref="bib51" id="ref8">51</reflink>]), experience maladaptive academic outcomes (Hill and Curran [<reflink idref="bib28" id="ref9">28</reflink>], Madigan [<reflink idref="bib36" id="ref10">36</reflink>]), engage in procrastination (Sirois, Molnar, and Hirsch [<reflink idref="bib44" id="ref11">44</reflink>]), and report indicators of neuroticism (Dunkley, Mandel, and Ma [<reflink idref="bib16" id="ref12">16</reflink>]; Smith, Saklofske, and Nordstokke [<reflink idref="bib45" id="ref13">45</reflink>]; Smith et al. [<reflink idref="bib46" id="ref14">46</reflink>]). However, the patterns of results for the PS dimension are less consistent or clear. While research often associates higher levels of PS with positive outcomes such as academic engagement and performance (Damian et al. [<reflink idref="bib15" id="ref15">15</reflink>]; Madigan [<reflink idref="bib36" id="ref16">36</reflink>]), PS has also been associated with maladaptive outcomes such as workaholism (Stoeber and Damian [<reflink idref="bib48" id="ref17">48</reflink>]) and neuroticism (Smith et al. [<reflink idref="bib46" id="ref18">46</reflink>]).</p> <hd id="AN0184274954-4">Perfectionism and Test Anxiety</hd> <p>Test anxiety is most commonly represented as a two‐factor construct including cognitive and physiological manifestations (traditionally referred to as worry and emotionality, respectively; Liebert and Morris [<reflink idref="bib35" id="ref19">35</reflink>]). Cognitive test anxiety encompasses aspects of learners' beliefs and behaviors related to testing that are experienced across the Learning‐Testing Cycle (test preparation, test performance, test reflection; Cassady [<reflink idref="bib7" id="ref20">7</reflink>]; Jerusalem and Schwarzer [<reflink idref="bib31" id="ref21">31</reflink>]). These manifestations include cognitive distractions, self‐deprecating ruminations, inefficient or ineffective study and test‐taking strategies, negative appraisals for their preparation and performance, and a higher level of uncertainty for the assessment outcomes (see Cassady [<reflink idref="bib8" id="ref22">8</reflink>]). The physiological or emotional component involves observable physiological reactions in response to perceived stressors (e.g., heightened heart rate, dry mouth, headache). While both components are effective in identifying learners with test anxiety, prevailing evidence suggests that cognitive test anxiety is more directly implicated in performance decrements often associated with test anxiety (von der Embse et al. [<reflink idref="bib18" id="ref23">18</reflink>]).</p> <p>The primary perspective regarding perfectionism and test anxiety is that test anxiety is most directly associated with the PC dimension (Burcaş and Creţu [<reflink idref="bib5" id="ref24">5</reflink>]). Although findings suggest that perfectionistic strivings (PS) can positively correlate with test anxiety, this relationship has been proposed to be largely due to the overlapping correlation between PC and PS (Burcaş and Creţu [<reflink idref="bib5" id="ref25">5</reflink>]). In addition to overlap between perfectionism dimensions (PS and PC), outside factors such as academic hardiness (aka 'grit') or coping styles can impact the relationship between perfectionism dimensions and test anxiety (Abdollahi et al. [<reflink idref="bib1" id="ref26">1</reflink>]; Arana and Furlan [<reflink idref="bib2" id="ref27">2</reflink>]).</p> <hd id="AN0184274954-5">Perfectionism and Appraisals</hd> <p>The relationships among perfectionism and test anxiety are consistent with existing models of emotional processing that identify the relevance of the learners' perceptions of the task at hand as well as their abilities to manage those tasks in the moment. For instance, the Emotional Information Processing model (Cassady [<reflink idref="bib9" id="ref28">9</reflink>]), transactional stress and coping model (Lazarus and Folkman [<reflink idref="bib34" id="ref29">34</reflink>]), and Self‐Regulatory Executive Function model (S‐REF; Wells and Matthews [<reflink idref="bib53" id="ref30">53</reflink>]) all explain that academic anxieties are determined in part as a function of the learners' appraisals of the degree of difficulty or challenge imposed by a forthcoming task and their ability to manage or cope with the task. The learner's appraisal determines their goals, coping strategies, and attitudes towards the potential to complete the task, influencing their eventual success (Cassady [<reflink idref="bib9" id="ref31">9</reflink>]).</p> <p>Perceived test threat (PTT) describes a learner's appraisal of an upcoming evaluation, specifically describing the degree to which the test is seen as threatening. Prior literature has established that high levels of Perfectionistic Concerns (PC) are routinely associated with higher threat appraisals (Zureck et al. [<reflink idref="bib54" id="ref32">54</reflink>]), which in turn lead to higher rates of maladaptive outcomes, including avoidant‐focused coping strategies (Vanstone and Hicks [<reflink idref="bib52" id="ref33">52</reflink>]), test anxiety (Putwain and Symes [<reflink idref="bib40" id="ref34">40</reflink>]), lower test performance (Putwain, Symes, and Wilkinson [<reflink idref="bib41" id="ref35">41</reflink>]), and negative emotions (Castro et al. [<reflink idref="bib13" id="ref36">13</reflink>]). The frequent appraisal of daily life events as threatening (or unmanageable) can additionally lead to more evasive general coping styles (e.g., denial, mental disengagement) with subsequent maladaptive well‐being outcomes (Compas et al. [<reflink idref="bib14" id="ref37">14</reflink>]).</p> <p>For example, Cassady ([<reflink idref="bib7" id="ref38">7</reflink>]) identified that learners' levels of reported perceived threat imposed by an upcoming test were associated with lower performance on the exam, high cognitive and physiological test anxiety symptoms, and higher attributions of helplessness, which may contribute to maladaptive or inefficient study strategies and hamper test performance.</p> <p>Conversely, individuals with high Perfectionistic Strivings (PS)—which are proposed to align with a mastery orientation toward learning—are more likely to construct or maintain challenge appraisals. These learners more often self‐regulate their learning in response to a challenge and may have stronger study skills. In an illustrative study (Vanstone and Hicks [<reflink idref="bib52" id="ref39">52</reflink>]), students with high levels of PS were more likely to employ coping strategies that utilized problem solving, support seeking, and planning, and those students subsequently reported lower levels of test anxiety than those with high PC.</p> <hd id="AN0184274954-6">Current Study</hd> <p>The present study aimed to understand the relationships among dimensions of perfectionism, self‐regulated learning skills, cognitive test anxiety, and perceived test threat. Due to the observed differential influence of the two primary dimensions of perfectionism (Perfectionistic Concerns and Perfectionistic Strivings) in literature on learners' perceived threat over testing events, research questions aimed to elucidate differences in outcomes associated with PC and PS and determine whether the relationship between PC and PTT differed from the relationship between PS and PTT. Research questions included:</p> <p></p> <ulist> <item> 1. Do CTA and SRL mediate the relationships among perfectionism dimensions and perceptions of threat? We hypothesized that CTA would partially mediate the relationship between Perfectionistic Concerns (PC) and PTT and that SRL would influence the relationship between Perfectionistic Strivings (PS) and PTT.</item> <p></p> <item> 2. Do PC and PS exhibit nonlinear relationships with PTT? Our investigation provided no clear predictive hypotheses for the relationships among perfectionism dimensions and perceived test threat directly. However, prior research in related studies demonstrates a more direct relationship between PC and test anxiety when compared to PS (Burcaş and Creţu [<reflink idref="bib5" id="ref40">5</reflink>]), and coping styles and academic hardiness have been shown to impact the relationship between perfectionism and text anxiety (Abdollahi et al. [<reflink idref="bib1" id="ref41">1</reflink>]; Arana and Furlan [<reflink idref="bib2" id="ref42">2</reflink>]). This exploratory analysis was deemed important to clarify the nature of these relationships.</item> </ulist> <hd id="AN0184274954-7">Materials and Methods</hd> <p></p> <hd id="AN0184274954-8">Participants</hd> <p>Data were collected from 473 undergraduate students attending a midsize public university in the Midwestern United States through an online data collection portal over the course of two academic years. The participants were recruited through a departmental subject pool that primarily served a preservice teaching program and an open call to all students at the university. Ultimately, most participants came from the subject pool, resulting in a sample that was predominantly Caucasian (<emph>n</emph> = 453), female (<emph>n</emph> = 304), and between the ages of 18 and 24 (<emph>n</emph> = 462). While specific data on each individual was not captured, the subject pool served primarily second‐ and third‐year university students.</p> <p>All participants were volunteers who provided informed consent. Participation was one of several options to satisfy a course credit. The only condition required for participation was being a university student aged 18 or older.</p> <hd id="AN0184274954-9">Measures</hd> <p></p> <hd id="AN0184274954-10">Perfectionism</hd> <p>The Frost Multidimensional Perfectionism Scale (FMPS, Frost et al. [<reflink idref="bib20" id="ref43">20</reflink>]) was used to assess levels of perfectionism. The FMPS is a 35‐item questionnaire originally determined to represent six dimensions of perfectionism (Concern over Mistakes, Doubts about Action, Personal Standards, Parental Expectations, Parental Criticism, and Organization). Repeated use of the scale has demonstrated strong reliability and validity for use in research (alpha for subscales ranging from 0.71 to 0.86, Frost et al. [<reflink idref="bib20" id="ref44">20</reflink>]; Ha, Lee, and Puig [<reflink idref="bib23" id="ref45">23</reflink>]).</p> <p>Stöber ([<reflink idref="bib47" id="ref46">47</reflink>]) principal component analysis retained only five dimensions in the FMPS scale‐ Concern over Mistakes (CM), Doubts (D), Personal Standards (PS), and Parental Expectations and Criticism (PEC), and Organization (O). Stoeber suggested the retention of three combined dimensions: 1) Concern over Mistakes and Doubts (CMD), which serves as a measure of "perfectionistic concerns;" 2) Parental Expectations and Criticism (PEC), which serves as a measure of "socially prescribed perfectionism;" and 3) Personal Standards (PS), which is a measure of "perfectionistic strivings." While Concern over Mistakes and Doubt demonstrated high levels of correlation with anxiety, worry, and depression, Personal Standards demonstrated lower correlations with these factors (Stöber [<reflink idref="bib47" id="ref47">47</reflink>]), demonstrating convergent and discriminant validity.</p> <p>Based on Stoeber's findings, we used the Concern over Mistakes (CM) and Doubts about Actions (D) subscales as a measure of Perfectionistic Concerns (PC) and the Personal Standards subscale as a measure of Perfectionistic Strivings (Stöber [<reflink idref="bib47" id="ref48">47</reflink>]). This decision follows as Stöber ([<reflink idref="bib47" id="ref49">47</reflink>]) suggested that CM and D could be considered one subscale due correlations of the same magnitude with other measurements. The decision to use Personal Standards as a measure of Perfectionistic Strivings was based on the definition of Perfectionistic Strivings as learners' tendencies to hold personally prescribed high standards for performance and correlations demonstrating low association with unrelated constructs. Questions related to Parental Expectations and Criticism (PEC) did not appear to fit the definition of Perfectionistic Strivings, which is focused on personally prescribed standards rather than parentally prescribed standards, leading to our decision to drop PE as a measure.</p> <p>Division of constructs into Concern over Mistakes and Doubts about Actions for Perfectionistic Concerns and Personal Standards for Perfectionistic Strivings resulted in 13 Likert‐style questions serving as a measure of Perfectionistic Concerns and 7 Likert‐style questions serving as a measure of Perfectionistic Strivings. Responses were on a 5‐point Likert scale and ranged from strongly disagree to strongly agree with the lowest possible score for Perfectionistic Concerns at 13 and the highest possible score for Perfectionistic Concerns at 65. The lowest possible score for Perfectionistic Strivings was 7 and the highest possible score was 35. The questions serving as measures of Perfectionistic Concerns and Perfectionistic Strivings did not only refer solely to academic settings, asking participants more broadly about standards, goals, and feelings they might have after making mistakes without specifying a setting or context. Stöber ([<reflink idref="bib47" id="ref50">47</reflink>]) reported Cronbach's alpha values for each subscale, reporting alpha values of 0.87 for Concern over Mistakes (CM), 0.73 for Doubt about Actions (D), and 0.78 for Personal Standards (PS).</p> <hd id="AN0184274954-11">Cognitive Test Anxiety</hd> <p>Cognitive test anxiety levels were assessed with the revised version of the Cognitive Test Anxiety Scale (CTAS‐SF). The original CTAS included 27 items to which participants respond on a four‐point Likert‐type scale ('not at all like me' to 'very much like me'). Work with the original CTAS demonstrated high internal consistency (alpha = 0.93; Cassady and Johnson [<reflink idref="bib11" id="ref51">11</reflink>]) and has been used widely for research purposes in multiple countries and languages (Baghaei and Cassady [<reflink idref="bib3" id="ref52">3</reflink>]; Furlan, Cassady, and Pérez [<reflink idref="bib21" id="ref53">21</reflink>]). The CTAS‐SF is a 17‐item version of the scale with strong reliability and validity evidence across cultures, with the total score identifying a level of cognitive test anxiety (alpha = 0.933, Cassady and Finch [<reflink idref="bib10" id="ref54">10</reflink>]). The range of possible scores on this measure is 17 to 68. Discriminant and construct validity were demonstrated via a series of correlations; the CTAS measure positively correlates with the Perceived Test Threat (PTT) scale and negatively correlates with the Study Skills and Habits (SSH) scale (Cassady [<reflink idref="bib7" id="ref55">7</reflink>]).</p> <hd id="AN0184274954-12">Perceived Test Threat</hd> <p>The Perceived Threat of Tests (PTT) scale is an 18‐item situational‐specific assessment addressing students' perceptions of an upcoming evaluation as threatening to their academic standing, peer status, and/or career outcomes. High values on the instrument indicate high levels of perceived threat. The PTT uses the same four‐point Likert scale response format as the CTAS‐SF and has an acceptable level of internal consistency (alpha = 0.85, CI = 0.79–0.89; Cassady [<reflink idref="bib7" id="ref56">7</reflink>]). The original instrument consists of two factors (driven by reverse‐coded items) identifying nine items focused on Perceived Test Threat and nine items representing Test Comfort (Confidence). These factors are considered distinct as the Test Comfort factor correlates positively with SAT scores and study skills and negatively with Perceived Test Threat (Cassady [<reflink idref="bib7" id="ref57">7</reflink>]). For this study, only the Perceived Test Threat (PTT) factor was used; scale reliability of the nine items focused on PTT was 0.811. Since the study aimed to assess threat rather than confidence, only the nine PTT items were used in our investigation. The range of possible scores on this measure is 9 to 36.</p> <hd id="AN0184274954-13">Self‐Regulated Learning</hd> <p>The Study Skills and Habits Survey is a twenty item self‐report measure used in prior studies (alpha = 0.82; Cassady [<reflink idref="bib7" id="ref58">7</reflink>]). The items address both behavioral tendencies ('I often find that I do not study enough for tests') and study efficacy ('I often find that I cannot remember what I have read after reading a few pages'). Nine items from this instrument focused on assessing the utilization of positive study skills were used, providing a measure of the students' beliefs over their ability to self‐regulate learning by applying effective study strategies. The measure was focused on general student disposition rather than asking about a particular examination. Responses were on a four‐point Likert scale and included "not typical of me," "only somewhat typical of me," "quite typical of me," and "very typical of me" as answer choices. Potential scores range from 9 to 36. For this study, scale reliability of the nine items focused on study skills was 0.814. The study skills and habits scale positively correlates with academic performance and negatively correlates with test anxiety (Cassady [<reflink idref="bib6" id="ref59">6</reflink>]).</p> <hd id="AN0184274954-14">Data Analysis</hd> <p>In order to address the primary research goals that are described above, a mediation model using latent variables was fit to the data. Prior to addressing mediation, the measurement model for the latent traits was estimated using full‐information maximum likelihood with Mplus, version 8.6 (Muthén and Muthén [<reflink idref="bib38" id="ref60">38</reflink>]). This approach to estimation has been shown to yield unbiased and efficient estimates in the presence of missing data (Enders [<reflink idref="bib19" id="ref61">19</reflink>]). Model fit was assessed using common interpretive guidelines (Kline [<reflink idref="bib33" id="ref62">33</reflink>]) for the CFI (> 0.95 good fit), TLI (> 0.95 good fit), and RMSEA (≤ 0.05 good fit). If the measurement model yielded acceptable fit to the data, then two mediation models were fit using full‐information maximum likelihood and the same goodness of fit statistics and guidelines as were employed for the measurement model. The first model (Figure 1) was a partial mediation model in which Personal Standards (used as a measure of Perfectionistic Strivings) and Concern Over Mistakes and Doubts (used as a measure of PC) were related to PTT directly as well as being mediated through self‐regulated learning and cognitive test anxiety. In addition, a full mediation model (Figure 2) was also fit to the data, in which the direct relationships between Concern over Mistakes and Doubts (used as a measure of Perfectionistic Concerns) and Personal Standards (used as a measure of Perfectionistic Strivings) with Perceived Test Threat were not present.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01may25/pits23397-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23397-fig-0001.jpg" title="1 Partially mediated model for PTT with coefficient estimates. Note: The * indicates significance at p < 0.05. The figure above illustrates a significant direct relationship between perfectionistic concerns (represented by Concern over Mistakes and Doubts) and Perceived Test Threat, a significant relationship between Perfectionistic Concerns and Perceived Test Threat when mediated by Cognitive Test Anxiety, and a significant relationship between Perfectionistic Strivings (represented by Personal Standards) and Perceived Test Threat when mediated by self‐regulated learning. CTA, Cognitive Test Anxiety; PC, Perfectionistic Concerns; PS, Perfectionistic Strivings; PTT, Perceived Test Threat; SRL, Self‐Regulated Learning." /> </p> <p></p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01may25/pits23397-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23397-fig-0002.jpg" title="2 GAM smoothed relationship between PS and PTT. The results of the generalized additive model (GAM) revealed that the nonlinear relationship between Perfectionistic Strivings (represented by Personal Standards) and Perceived Test Threat was statistically significant [F(2, 466) = 8.59, p = 0.00002]. GAM, Generalized Additive Model." /> </p> <p></p> <p>The fit of the two models was compared using a Chi‐square difference test as well as the AIC and BIC. The null hypothesis of the Chi‐square test is that the models fit the data equally well, so that a statistically significant result would indicate that one model yielded better fit than the other. With respect to AIC and BIC, smaller values indicate better model fit, so the model with the lower value will be determined as optimal between the two. The assumption of multivariate normality was assessed using Mardia's test, for which the null hypothesis is that the data are multivariate normally distributed. For the variables used in the analysis, the p‐value for Mardia's test was 0.22, supporting the assumption of multivariate normality. Finally, the descriptive statistics for the observed indicators and the Pearson correlation coefficients for the indicators appear in the Appendix (Tables A1 and A2).</p> <p>A generalized additive model (GAM; Hastie and Tibshirani [<reflink idref="bib25" id="ref63">25</reflink>]) was used to investigate the possibility of nonlinear relationships between PS and PC with PTT. A single GAM including PS and PC as the predictors and PTT as the outcome was fit using the gam function from the gam library in the R software environment, version 4.1 (R Core Team [<reflink idref="bib42" id="ref64">42</reflink>]). The model was fit using iteratively weighted least squares and a thin plate smoothing spline. The GAM includes both a smoothed (nonlinear) and parametric (linear) term for each independent variable in the model. For each term, an <emph>F</emph>‐test is used to ascertain statistical significance with α = 0.05.</p> <hd id="AN0184274954-17">Results</hd> <p></p> <hd id="AN0184274954-18">Measurement Model</hd> <p>Prior to fitting the mediation models examining both full and partial mediation solutions, the measurement model for the latent traits were fit to the data to ensure that the constructs used in the mediation model were supported by the data. The model fit statistics for the measurement model appear in Table 1. The CFI, TLI, and RMSEA values all fall within the range of what is considered to be good fit, supporting the decision to examine full and partial mediation models for the data (Kline [<reflink idref="bib33" id="ref65">33</reflink>]).</p> <p>1 Table Model fit statistics for partial and full mediation models.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Model</th><th>AIC<ext-link href="*" /></th><th>BIC</th><th>CFI</th><th>TLI</th><th>RMSEA</th></tr></thead><tbody valign="top"><tr><td>Measurement model</td><td>75342.59</td><td>76183.60</td><td>0.95</td><td>0.94</td><td>0.048 (0.046, 0.050)</td></tr><tr><td>Partial mediation</td><td>63687.68</td><td>64398.98</td><td>0.96</td><td>0.95</td><td>0.039 (0.037, 0.041)</td></tr><tr><td>Full mediation</td><td>73634.80</td><td>74371.21</td><td>0.90</td><td>0.89</td><td>0.058 (0.056, 0.061)</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note:</emph> The model fit statistics for the measurement model can be found above.</p> <p>2 * AIC, Akaike Information Criterion; BIC, Bayesian Information Criterion; CFI, Comparative Fit Index; TLI, Tucker‐Lewis Index; RMSEA, Root Mean Square Error of Approximation.</p> <hd id="AN0184274954-19">Mediation Model</hd> <p>Full and partial mediation models were each fit to the data and the fit of the two was compared. The difference in Chi‐square goodness of fit statistics was statistically significant with <emph>α</emph> = 0.05 (2 = 156.91, df = 2, <emph>p</emph> < 0.001). Both the AIC and BIC were smaller for the partial mediation model, providing additional evidence that it yielded better fit than did the full mediation model (see Table 2). In addition, the CFI, TLI, and RMSEA all indicate that the partial mediation model fit the data well, based upon commonly used standards (Kline [<reflink idref="bib33" id="ref66">33</reflink>]). Given the Chi‐square test results, as well as the relative model fit, the partial mediation model was determined to fit the data better than the full mediation model. Therefore, the remaining focus of these results will be on the direct and indirect effects from the partial mediation model.</p> <p>2 Table Direct, mediator, and indirect effects and confidence intervals for the partial mediation model.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Variable</th><th>Standardized estimate</th><th>Confidence interval</th><th>Statistically significant</th></tr></thead><tbody valign="top"><tr><td>Direct effects</td></tr><tr><td>CTA</td><td>0.418</td><td>0.317, 0.519</td><td>< 0.001Y</td></tr><tr><td>SRL</td><td>−0.198</td><td>−0.308, −0.080</td><td>< 0.001Y</td></tr><tr><td>PS</td><td>−0.085</td><td>−0.207, 0.038</td><td>0.878 N</td></tr><tr><td>PC</td><td>0.236</td><td>0.106, 0.366</td><td>< 0.001Y</td></tr><tr><td>Mediator effects</td></tr><tr><td>PC‐ > CTA</td><td>0.398</td><td>0.298, 0.498</td><td>< 0.001Y</td></tr><tr><td>PS‐ > SRL</td><td>0.361</td><td>0.270, 0.453</td><td>< 0.001Y</td></tr><tr><td>Indirect effects</td></tr><tr><td>PC‐ > CTA‐ > PTT</td><td>0.166</td><td>0.113, 0.219</td><td>< 0.001Y</td></tr><tr><td>PS‐ > SRL‐ > PTT</td><td>−0.070</td><td>−0.118, −0.022</td><td>< 0.001Y</td></tr></tbody></table> </ephtml> </p> <p>3 <emph>Note:</emph> the direct, mediator, and indirect effects for the partial mediation model, as well as the bootstrap confidence intervals for these effects. CTA stands for cognitive test anxiety, SRL stands for self‐regulated learning, PS stands for perfectionistic strivings, and PC stands for perfectionistic concerns.</p> <p>Table 2 includes the direct, mediator, indirect, and total effects for the partial mediation model, as well as the bootstrap confidence intervals for these effects. Figure 1 also includes the individual coefficients with an indication of statistical significance. The results reveal a statistically significant direct relationship between Cognitive Test Anxiety and Perceived Test Threat. In contrast, the direct relationship between Perfectionistic Strivings and Perceived Test Threat was not statistically significant. With respect to the mediator variables, the results revealed a statistically significant negative relationship between both Self‐Regulated Learning with Perceived Test Threat, whereas Perfectionistic Concerns had a statistically significant positive relationship with Perceived Test Threat. In terms of the mediators, Perfectionistic Concerns was significantly positively related to Cognitive Test Anxiety as was Perfectionistic Strivings to Self‐Regulated Learning. The indirect effect from Perfectionistic Concerns to Perceived Test Threat through Cognitive Test Anxiety was positive and statistically significant, and the indirect effect from Perfectionistic Strivings to Perceived Test Threat through Self‐Regulated Learning was negative and statistically significant. In summary, Perfectionistic Concerns significantly related to Perceived Test Threat both directly and indirectly, and these relationships were positive. Perfectionistic Strivings only related to Perceived Test Threat through the mediation of Self‐Regulated Learning.</p> <hd id="AN0184274954-20">Nonlinear Models</hd> <p>In addition to the mediation models described above, it was also of interest to ascertain whether there was a nonlinear relationship between the two dimensions of perfectionism and perceived test threat. To test these relationships, generalized additive model (GAM) was used. GAM revealed a nonlinear relationship between Perfectionistic Concerns and Perceived Test Threat that was not statistically significant [F(<reflink idref="bib3" id="ref67">3</reflink>, 466) = 1.09, <emph>p</emph> = 0.35], whereas the linear relationship between the two variables was found to be significant [F(<reflink idref="bib1" id="ref68">1</reflink>, 466) = 66.13, <emph>p</emph> < 0.00011; Figure 3]. These results demonstrate that the smoothed relationship between Perfectionistic Concerns and Perceived Test Threat was positive across the range of responses, indicating that as Perfectionistic Concerns increased in value, Perceived Test Threat increased at a consistent rate. These results are consistent with the evidence reported in the direct effects reported in Table 2.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/PIS/01may25/pits23397-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="pits23397-fig-0003.jpg" title="3 GAM smoothed relationship between Perfectionistic Concerns and Perceived Test Threat. The GAM estimated relationship between Perfectionistic Concerns (represented by Concerns over Mistakes and Doubts) and Perceived Test Threat supports a linear relationship. GAM, Generalized Additive Model." /> </p> <p></p> <p>GAM revealed that the nonlinear relationship between Perfectionistic Strivings (PS) and Perceived Test Threat (PTT) was statistically significant [F(<reflink idref="bib3" id="ref69">3</reflink>, 466) = 8.59, <emph>p</emph> = 0.00002; Figure 2]. The <emph>y</emph>‐axis reflects smoothed PTT and the <emph>x</emph>‐axis displays PS. In addition to the relationship between the two variables (represented by the line), the sample size at each PS value is displayed in the rug plot on the <emph>x</emph>‐axis. This graph shows that PTT increased concomitantly with increases in the PS values between 15 and 20. When PS was between 20 and approximately 28, PTT declined as values of PS increased. Finally, when PS was larger than 28, it had a positive relationship with PTT. The linear relationship (equivalent to a slope in a linear regression) relating PS and PTT was not statistically significant [F(<reflink idref="bib1" id="ref70">1</reflink>, 466) = 0.12, <emph>p</emph> = 0.73], aligning with the findings for the direct effect demonstrated in the mediation model above.</p> <hd id="AN0184274954-22">Discussion</hd> <p>The primary aim of the present study was to investigate the relationships among dimensions of perfectionism, self‐regulated learning skills, cognitive test anxiety, and perceived test threat. Specifically, this study was designed to explore the differential influence of the two primary dimensions of perfectionism (Perfectionistic Concerns and Perfectionistic Strivings) on learners' perceived threat over testing events, simultaneously reviewing how self‐regulated learning skills and cognitive test anxiety may mediate those relationships. We explored whether cognitive test anxiety (CTA) and self‐regulated learning skills (SRL) mediate the relationships between dimensions of perfectionism and perceived test threat, determining whether the relationships were nonlinear for one or both of the relationships.</p> <p>Overall, the results demonstrated that Perfectionistic Concerns (partially mediated by cognitive test anxiety) predicted heightened levels of perceived threat while Perfectionistic Strivings (mediated by self‐regulated learning skills) tempered the overall level of perceived threat. The relationship between Perfectionistic Concerns (PC) and Perceived Test Threat (PTT) was partially explained by cognitive test anxiety (CTA), suggesting that strategies aimed at reducing CTA may lower PTT experienced by individuals with high levels of Perfectionistic Concerns. Individuals with higher Perfectionistic Strivings demonstrated higher self‐regulated learning skills, and higher self‐regulated learning skills were associated with lower perceived test threat.</p> <hd id="AN0184274954-23">Perfectionism and Threat Appraisals</hd> <p>Collectively, the Structural Equation Modeling (SEM) demonstrated perfectionism is associated with threat appraisals in academic settings. However, the relationships revealed that PC and PS operate primarily indirectly through the constructs of cognitive test anxiety and self‐regulated learning skills (respectively). This finding helps provide more context to the manner through which feelings of perfectionism may be manifested in academic settings.</p> <hd id="AN0184274954-24">Perfectionistic Striving and Perceived Threat</hd> <p>Perfectionistic Strivings (PS) have previously been proposed as "adaptive" perfectionism due to the association with positive outcomes, such as academic engagement and performance (Damian et al. [<reflink idref="bib15" id="ref71">15</reflink>]; Madigan [<reflink idref="bib36" id="ref72">36</reflink>]). The results of this study support this general trend, indicating that PS was inversely related to Perceived Test Threat (total effect size of −0.155), with the relationship mediated by students' self‐reported self‐regulated learning skills and strategies. Consequently, we propose that the results show that PS serves as a buffer to learners' identification of threat appraisals in academic settings by activating positive implementation of self‐regulated learning strategies.</p> <hd id="AN0184274954-25">Perfectionistic Concerns and Perceived Threat</hd> <p>The relationship between Perfectionistic Concerns (PC) and Perceived Test Threat (total effect size of 0.402), confirmed prior research indicating that PC are aligned with heightened levels of threat appraisals (Zureck et al. [<reflink idref="bib54" id="ref73">54</reflink>]). However, a theoretical and practical advance offered by this study was in revealing this relationship is partially mediated by cognitive test anxiety. As such, learners with high PC are prone to perceive high levels of threat regarding tests. However, a portion of that relationship is explained by the student's cognitive test anxiety. This relationship is not surprising, but once again provides an avenue for identifying beliefs or behaviors in academic settings that can be more readily detected than perfectionistic concerns.</p> <hd id="AN0184274954-26">Linear vs Curvilinear Trends</hd> <p>A secondary focus of this inquiry was to examine non‐linear relationships that may exist among the dimensions of perfectionism and perceptions of test threat, consistent with calls in the literature to advance attention to these effects to more fully represent the diverse experiences of learners (e.g., Borkovec, Ray, and Stober [<reflink idref="bib4" id="ref74">4</reflink>]; Harari et al. [<reflink idref="bib24" id="ref75">24</reflink>]). When examining linear and non‐linear relationships between Perfectionistic Concerns (PC) and Perceived Test Threat, the data demonstrated a strong and durable positive linear relationship, indicating that as levels of PC increase (as measured by Concerns over Mistakes and Doubts about Abilities), the level of perceived threat of forthcoming assessments rises accordingly. This finding is in line with prior literature that has consistently tied perfectionistic concerns to maladaptive outcomes in learning contexts (Burcaş and Creţu [<reflink idref="bib5" id="ref76">5</reflink>]; Hejazi and Khalili [<reflink idref="bib26" id="ref77">26</reflink>]; Osenk, Williamson, and Wade [<reflink idref="bib39" id="ref78">39</reflink>]).</p> <p>The analyses of the generalized additive model (GAM; Figures 2 and 3) demonstrated that there was a non‐linear relationship between Perfectionistic Strivings (PS) and Perceived Test Threat (PTT), such that at the extreme low and high levels of PS elevations in perfectionistic striving led to higher levels of perceived threat. However, when learners reported moderate levels of PS, the relationship was reversed. For learners with moderate degrees of PS, incremental increases in self‐prescribed perfectionistic striving or personal standards lead to progressive declines in their perceived threat for tests. However, when the level of PS exceeds that moderate level (in our sample, the 'tipping point' (Hill [<reflink idref="bib27" id="ref79">27</reflink>]) value on the PS subscale was 28), increases in PS lead to heightened levels of perceived threat.</p> <hd id="AN0184274954-27">Limitations</hd> <p>Although the present study presents exciting opportunities to further investigate relationships between Perfectionistic Strivings (PS), study skills, and cognitive test anxiety, there are several limitations. First, while our sample was representative of the university population from which the data were collected, there was an over‐representation in the number of females and students who self‐identified as white or Caucasian. Prior work has demonstrated that gender influences levels of reported anxiety, where females report higher levels than males (Cassady and Johnson [<reflink idref="bib11" id="ref80">11</reflink>]). Given that the focus was not on identifying a specific level of anxiety, and attention was on individual student relationships among these variables, the disparate gender and race representations are not expected to influence the primary findings—but the restricted diversity of the sample is a limiter. Initial analyses to explore differential outcomes based on gender and race in the sample did not generate any meaningful trends—but the imbalance in sample sizes significantly limited the power in those analyses.</p> <p>Another limitation may stem from the measures utilized for Perfectionistic Concerns (PC) and Perfectionistic Strivings (PS) in our sample. Our use of the Personal Standards scale to measure PS and the Concern over Mistakes (CM) as well Doubt about Actions (D) to assess PC (three of the subscales from the FMPS) fits prior efforts (Frost et al. [<reflink idref="bib20" id="ref81">20</reflink>]; Howell et al. [<reflink idref="bib30" id="ref82">30</reflink>]; Kim et al. [<reflink idref="bib32" id="ref83">32</reflink>]; Shafran and Mansell [<reflink idref="bib43" id="ref84">43</reflink>]). However, there has been evidence that findings may vary based on the scales used (Madigan [<reflink idref="bib36" id="ref85">36</reflink>]). Future studies to investigate the curvilinear relationship between PS and Perceived Test Threat (PTT) may include investigating use of different survey instruments, comparing results between males and females, and investigating interventions that reduce PTT in high PS individuals with weaker study skills.</p> <p>Although the relationships between dimensions of perfectionism and cognitive test anxiety, self‐regulated learning, and perceived test threat are interesting, other variables may influence these relationships that were not accounted for in our model. For example, results from Muris et al. ([<reflink idref="bib37" id="ref86">37</reflink>]) suggest that generalized anxiety may mediate threat perception. However, we only considered cognitive test anxiety (which has been found to be related to but distinct from a generalized anxiety disorder; Cassady, Pierson, and Starling [<reflink idref="bib12" id="ref87">12</reflink>]). Naturally, several other variables may also moderate or mediate these relationships. Some of these variables may include student GPA (von der Embse et al. [<reflink idref="bib18" id="ref88">18</reflink>]), year in school (Eckberg, Pidgeon, and Magyar [<reflink idref="bib17" id="ref89">17</reflink>]), or perceived difficulty of individual courses (Hong and Karstensson [<reflink idref="bib29" id="ref90">29</reflink>]).</p> <hd id="AN0184274954-28">Conclusions</hd> <p>The present study provides a possible explanation for the often contradictory findings associated with Perfectionistic Strivings (PS). For example, PS is sometimes associated with adaptive outcomes such as academic engagement and academic performance (Damian et al. [<reflink idref="bib15" id="ref91">15</reflink>]; Madigan [<reflink idref="bib36" id="ref92">36</reflink>]), but other times with maladaptive outcomes such as workaholism and neuroticism (Smith et al. [<reflink idref="bib46" id="ref93">46</reflink>]; Stoeber and Damian [<reflink idref="bib48" id="ref94">48</reflink>]), leading to uncertainty regarding whether PS is beneficial or maladaptive. The uncertainty regarding the relationship between PS and test anxiety as well as associations between PS and both adaptive and maladaptive outcomes may be due to the absence of a linear relationship. Similarly, relationships between perfectionism dimensions and various psychological or achievement outcomes can be influenced by various factors, such as the mediating effects of self‐regulated learning. Future work on perfectionism may investigate these complex interactions that influence outcomes associated with each dimension of perfectionism.</p> <p>We believe the results of this study can provide practitioners with specific guidance to support learners in academic settings. First, the clarification of perfectionism as having both "positive" (or supportive) and "negative" (or deleterious) aspects is important for individuals supporting learners. That is, some aspects of the broad construct of perfectionism may prove helpful to learners—particularly the subset known as "perfectionistic strivings." Second, there is a limited range of perfectionistic strivings that appears to support learners. Specifically, the curvilinear relationship we observed in the PS dimension demonstrated that "moderate" levels of PS were most appropriate for having reasonable levels of perceived threat. This can help educators and others identify that having some degree of high personal standards can be beneficial to ensuring learners manage their educational successes—but also guard against excessively high rates of self‐standard. Similarly, the data can help identify warning signs for potential maladaptive perfectionism, as our results demonstrate that learners who report very high levels of test anxiety or perceived test threat have a higher incidence rate of the negative profiles of perfectionism. Educators can be alerted to potentially maladaptive perfectionistic profiles by observing or detecting learners who report they experience anxiety over tests or see upcoming assessments as "threatening."</p> <hd id="AN0184274954-29">Author Contributions</hd> <p>All authors contributed equally to this work.</p> <hd id="AN0184274954-30">Acknowledgments</hd> <p>This research received no specific grant from any funding agency. Contribution Statement: All authors contributed equally to this work.</p> <hd id="AN0184274954-31">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0184274954-32">Data Availability Statement</hd> <p>The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.</p> <hd id="AN0184274954-33">Appendix</hd> <p>Table A1, Table A2.</p> <p>A1 Table Descriptive statistics for observed indicator variables used in structural equation models.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Item</th><th>Minimum</th><th>Maximum</th><th>Mean</th><th>Std. deviation</th><th>Skewness</th><th>Kurtosis</th></tr></thead><tbody valign="top"><tr><td>cta1</td><td>1</td><td>4</td><td>1.82</td><td>0.799</td><td>0.843</td><td>0.395</td></tr><tr><td>cta2</td><td>1</td><td>4</td><td>2.00</td><td>0.868</td><td>0.517</td><td>−0.479</td></tr><tr><td>cta3</td><td>1</td><td>4</td><td>2.42</td><td>0.975</td><td>−0.003</td><td>−1.011</td></tr><tr><td>cta4</td><td>1</td><td>4</td><td>2.05</td><td>0.953</td><td>0.592</td><td>−0.579</td></tr><tr><td>cta6</td><td>1</td><td>4</td><td>2.09</td><td>0.954</td><td>0.503</td><td>−0.699</td></tr><tr><td>cta7</td><td>1</td><td>4</td><td>1.75</td><td>0.895</td><td>1.029</td><td>0.174</td></tr><tr><td>cta11</td><td>1</td><td>4</td><td>2.14</td><td>0.904</td><td>0.391</td><td>−0.641</td></tr><tr><td>cta12</td><td>1</td><td>4</td><td>1.66</td><td>0.880</td><td>1.090</td><td>0.089</td></tr><tr><td>cta14</td><td>1</td><td>4</td><td>2.03</td><td>0.931</td><td>0.549</td><td>−0.613</td></tr><tr><td>cta15</td><td>1</td><td>4</td><td>2.68</td><td>0.827</td><td>−0.056</td><td>−0.603</td></tr><tr><td>cta16</td><td>1</td><td>4</td><td>2.37</td><td>0.956</td><td>0.197</td><td>−0.885</td></tr><tr><td>cta19</td><td>1</td><td>4</td><td>2.10</td><td>0.800</td><td>0.331</td><td>−0.383</td></tr><tr><td>cta20</td><td>1</td><td>4</td><td>1.99</td><td>0.928</td><td>0.568</td><td>−0.627</td></tr><tr><td>cta22</td><td>1</td><td>4</td><td>2.32</td><td>1.053</td><td>0.224</td><td>−1.157</td></tr><tr><td>cta23</td><td>1</td><td>4</td><td>2.22</td><td>1.044</td><td>0.370</td><td>−1.052</td></tr><tr><td>cta24</td><td>1</td><td>4</td><td>1.70</td><td>0.864</td><td>0.997</td><td>0.012</td></tr><tr><td>cta26</td><td>1</td><td>4</td><td>2.00</td><td>0.929</td><td>0.593</td><td>−0.553</td></tr><tr><td>cta27</td><td>1</td><td>4</td><td>2.12</td><td>0.932</td><td>0.468</td><td>−0.645</td></tr><tr><td>study1</td><td>1</td><td>4</td><td>2.19</td><td>0.823</td><td>0.417</td><td>−0.242</td></tr><tr><td>study2</td><td>1</td><td>4</td><td>2.37</td><td>0.835</td><td>0.218</td><td>−0.486</td></tr><tr><td>study5</td><td>1</td><td>4</td><td>2.25</td><td>0.804</td><td>0.377</td><td>−0.215</td></tr><tr><td>study6</td><td>1</td><td>4</td><td>2.26</td><td>0.875</td><td>0.322</td><td>−0.542</td></tr><tr><td>study7</td><td>1</td><td>4</td><td>2.56</td><td>0.801</td><td>0.132</td><td>−0.512</td></tr><tr><td>study10</td><td>1</td><td>4</td><td>1.98</td><td>0.767</td><td>0.596</td><td>0.230</td></tr><tr><td>study11</td><td>1</td><td>4</td><td>2.12</td><td>0.719</td><td>0.524</td><td>0.455</td></tr><tr><td>study17</td><td>1</td><td>4</td><td>2.43</td><td>1.050</td><td>0.106</td><td>−1.180</td></tr><tr><td>study18</td><td>1</td><td>4</td><td>2.60</td><td>0.758</td><td>0.214</td><td>−0.482</td></tr><tr><td>perf4</td><td>1</td><td>5</td><td>3.26</td><td>1.147</td><td>−0.305</td><td>−0.802</td></tr><tr><td>perf6</td><td>1</td><td>5</td><td>3.88</td><td>0.833</td><td>−0.744</td><td>0.684</td></tr><tr><td>perf12</td><td>1</td><td>5</td><td>3.68</td><td>1.037</td><td>−0.489</td><td>−0.446</td></tr><tr><td>perf16</td><td>1</td><td>5</td><td>3.83</td><td>0.801</td><td>−0.824</td><td>1.007</td></tr><tr><td>perf19</td><td>1</td><td>5</td><td>3.65</td><td>1.002</td><td>−0.377</td><td>−0.617</td></tr><tr><td>perf24</td><td>1</td><td>5</td><td>3.29</td><td>1.055</td><td>−0.217</td><td>−0.511</td></tr><tr><td>perf30</td><td>1</td><td>5</td><td>3.46</td><td>0.942</td><td>−0.394</td><td>−0.206</td></tr><tr><td>perf9</td><td>1</td><td>5</td><td>2.64</td><td>1.189</td><td>0.261</td><td>−0.964</td></tr><tr><td>perf10</td><td>1</td><td>5</td><td>3.23</td><td>1.072</td><td>−0.529</td><td>−0.601</td></tr><tr><td>perf13</td><td>1</td><td>5</td><td>2.57</td><td>1.055</td><td>0.455</td><td>−0.451</td></tr><tr><td>perf14</td><td>1</td><td>5</td><td>2.37</td><td>1.001</td><td>0.602</td><td>−0.202</td></tr><tr><td>perf18</td><td>1</td><td>5</td><td>3.33</td><td>1.103</td><td>−0.305</td><td>−0.718</td></tr><tr><td>perf21</td><td>1</td><td>5</td><td>2.64</td><td>1.055</td><td>0.243</td><td>−0.796</td></tr><tr><td>perf23</td><td>1</td><td>5</td><td>2.22</td><td>1.060</td><td>0.735</td><td>−0.182</td></tr><tr><td>perf25</td><td>1</td><td>5</td><td>2.39</td><td>1.013</td><td>0.628</td><td>−0.335</td></tr><tr><td>perf34</td><td>1</td><td>5</td><td>2.31</td><td>0.986</td><td>0.552</td><td>−0.293</td></tr><tr><td>perf17</td><td>1</td><td>5</td><td>3.05</td><td>1.051</td><td>0.019</td><td>−0.942</td></tr><tr><td>perf32</td><td>1</td><td>5</td><td>2.48</td><td>1.009</td><td>0.437</td><td>−0.563</td></tr><tr><td>perf33</td><td>1</td><td>5</td><td>2.83</td><td>1.082</td><td>0.160</td><td>−0.891</td></tr><tr><td>perf28</td><td>1</td><td>5</td><td>2.55</td><td>0.977</td><td>0.370</td><td>−0.691</td></tr><tr><td>ptt3</td><td>1</td><td>5</td><td>2.79</td><td>1.038</td><td>0.236</td><td>−0.685</td></tr><tr><td>ptt4</td><td>1</td><td>5</td><td>3.70</td><td>1.031</td><td>−0.702</td><td>−0.244</td></tr><tr><td>ptt5</td><td>1</td><td>5</td><td>3.51</td><td>1.012</td><td>−0.296</td><td>−0.696</td></tr><tr><td>ptt6</td><td>1</td><td>5</td><td>3.02</td><td>1.168</td><td>0.097</td><td>−1.059</td></tr><tr><td>ptt8</td><td>1</td><td>5</td><td>2.64</td><td>1.074</td><td>0.402</td><td>−0.747</td></tr><tr><td>ptt9</td><td>1</td><td>5</td><td>2.57</td><td>0.945</td><td>0.401</td><td>−0.395</td></tr><tr><td>ptt16</td><td>1</td><td>5</td><td>2.39</td><td>1.058</td><td>0.708</td><td>−0.193</td></tr><tr><td>ptt17</td><td>1</td><td>5</td><td>2.94</td><td>1.204</td><td>0.034</td><td>−1.087</td></tr><tr><td>ptt18</td><td>1</td><td>5</td><td>3.29</td><td>1.168</td><td>−0.199</td><td>−0.886</td></tr><tr><td>ptt1</td><td>1</td><td>5</td><td>2.61</td><td>1.097</td><td>0.130</td><td>−0.751</td></tr><tr><td>ptt2</td><td>1</td><td>5</td><td>3.22</td><td>0.827</td><td>−0.908</td><td>0.824</td></tr><tr><td>ptt7</td><td>1</td><td>5</td><td>2.04</td><td>1.085</td><td>0.995</td><td>0.485</td></tr><tr><td>ptt10</td><td>1</td><td>5</td><td>2.20</td><td>1.021</td><td>0.786</td><td>0.413</td></tr><tr><td>ptt11</td><td>1</td><td>5</td><td>1.98</td><td>1.045</td><td>1.065</td><td>0.768</td></tr><tr><td>ptt12</td><td>1</td><td>5</td><td>1.80</td><td>1.087</td><td>1.478</td><td>1.649</td></tr><tr><td>ptt13</td><td>1</td><td>4</td><td>2.68</td><td>1.016</td><td>−0.435</td><td>−0.903</td></tr><tr><td>ptt14</td><td>1</td><td>5</td><td>2.75</td><td>1.041</td><td>−0.239</td><td>−0.640</td></tr><tr><td>ptt15</td><td>1</td><td>5</td><td>2.61</td><td>1.013</td><td>−0.015</td><td>−0.752</td></tr></tbody></table> </ephtml> </p> <p>A2 Table Correlation matrix of observed indicator variables.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th>perf4</th><th>perf6</th><th>perf12</th><th>perf16</th><th>perf19</th><th>perf24</th><th>perf30</th><th>study1</th><th>study2</th><th>study5</th><th>study6</th><th>study7</th><th>study10</th></tr></thead><tbody valign="top"><tr><td>perf4</td><td>1.00</td><td>0.33</td><td>0.29</td><td>0.07</td><td>0.29</td><td>0.20</td><td>0.29</td><td>0.02</td><td>0.05</td><td>0.05</td><td>0.03</td><td>0.06</td><td>−0.02</td></tr><tr><td>perf6</td><td>0.33</td><td>1.00</td><td>0.49</td><td>0.25</td><td>0.43</td><td>0.31</td><td>0.44</td><td>0.19</td><td>0.23</td><td>0.16</td><td>0.15</td><td>0.16</td><td>0.15</td></tr><tr><td>perf12</td><td>0.29</td><td>0.49</td><td>1.00</td><td>0.42</td><td>0.74</td><td>0.53</td><td>0.63</td><td>0.25</td><td>0.26</td><td>0.25</td><td>0.20</td><td>0.25</td><td>0.19</td></tr><tr><td>perf16</td><td>0.07</td><td>0.25</td><td>0.42</td><td>1.00</td><td>0.37</td><td>0.25</td><td>0.33</td><td>0.27</td><td>0.28</td><td>0.28</td><td>0.25</td><td>0.29</td><td>0.32</td></tr><tr><td>perf19</td><td>0.29</td><td>0.43</td><td>0.74</td><td>0.37</td><td>1.00</td><td>0.46</td><td>0.60</td><td>0.20</td><td>0.22</td><td>0.17</td><td>0.16</td><td>0.18</td><td>0.14</td></tr><tr><td>perf24</td><td>0.20</td><td>0.31</td><td>0.53</td><td>0.25</td><td>0.46</td><td>1.00</td><td>0.59</td><td>0.18</td><td>0.16</td><td>0.12</td><td>0.12</td><td>0.15</td><td>0.08</td></tr><tr><td>perf30</td><td>0.29</td><td>0.44</td><td>0.63</td><td>0.33</td><td>0.60</td><td>0.59</td><td>1.00</td><td>0.24</td><td>0.19</td><td>0.14</td><td>0.16</td><td>0.15</td><td>0.09</td></tr><tr><td>study1</td><td>0.02</td><td>0.19</td><td>0.25</td><td>0.27</td><td>0.20</td><td>0.18</td><td>0.24</td><td>1.00</td><td>0.54</td><td>0.38</td><td>0.36</td><td>0.38</td><td>0.24</td></tr><tr><td>study2</td><td>0.05</td><td>0.23</td><td>0.26</td><td>0.28</td><td>0.22</td><td>0.16</td><td>0.19</td><td>0.54</td><td>1.00</td><td>0.42</td><td>0.47</td><td>0.50</td><td>0.27</td></tr><tr><td>study5</td><td>0.05</td><td>0.16</td><td>0.25</td><td>0.28</td><td>0.17</td><td>0.12</td><td>0.14</td><td>0.38</td><td>0.42</td><td>1.00</td><td>0.49</td><td>0.47</td><td>0.35</td></tr><tr><td>study6</td><td>0.03</td><td>0.15</td><td>0.20</td><td>0.25</td><td>0.16</td><td>0.12</td><td>0.16</td><td>0.36</td><td>0.47</td><td>0.49</td><td>1.00</td><td>0.57</td><td>0.20</td></tr><tr><td>study7</td><td>0.06</td><td>0.16</td><td>0.25</td><td>0.29</td><td>0.18</td><td>0.15</td><td>0.15</td><td>0.38</td><td>0.50</td><td>0.47</td><td>0.57</td><td>1.00</td><td>0.23</td></tr><tr><td>study10</td><td>−0.02</td><td>0.15</td><td>0.19</td><td>0.32</td><td>0.14</td><td>0.08</td><td>0.09</td><td>0.24</td><td>0.27</td><td>0.35</td><td>0.20</td><td>0.23</td><td>1.00</td></tr><tr><td>study11</td><td>0.02</td><td>0.19</td><td>0.20</td><td>0.25</td><td>0.10</td><td>0.08</td><td>0.11</td><td>0.38</td><td>0.44</td><td>0.55</td><td>0.49</td><td>0.52</td><td>0.45</td></tr><tr><td>study17</td><td>−0.02</td><td>0.08</td><td>0.13</td><td>0.13</td><td>0.07</td><td>0.06</td><td>0.02</td><td>0.05</td><td>0.12</td><td>0.17</td><td>0.08</td><td>0.16</td><td>0.13</td></tr><tr><td>study18</td><td>−0.05</td><td>0.16</td><td>0.22</td><td>0.27</td><td>0.14</td><td>0.11</td><td>0.10</td><td>0.31</td><td>0.32</td><td>0.36</td><td>0.36</td><td>0.39</td><td>0.28</td></tr><tr><td>perf9</td><td>0.40</td><td>0.24</td><td>0.20</td><td>−0.09</td><td>0.21</td><td>0.21</td><td>0.16</td><td>0.00</td><td>−0.02</td><td>−0.02</td><td>−0.02</td><td>−0.04</td><td>−0.12</td></tr><tr><td>perf10</td><td>0.22</td><td>0.24</td><td>0.25</td><td>0.03</td><td>0.25</td><td>0.11</td><td>0.23</td><td>−0.05</td><td>0.06</td><td>0.03</td><td>−0.03</td><td>0.01</td><td>−0.01</td></tr><tr><td>perf13</td><td>0.33</td><td>0.17</td><td>0.24</td><td>−0.05</td><td>0.28</td><td>0.20</td><td>0.24</td><td>−0.03</td><td>−0.02</td><td>−0.05</td><td>0.01</td><td>−0.07</td><td>−0.12</td></tr><tr><td>perf14</td><td>0.29</td><td>0.14</td><td>0.24</td><td>−0.01</td><td>0.26</td><td>0.23</td><td>0.23</td><td>−0.02</td><td>−0.03</td><td>−0.05</td><td>−0.01</td><td>−0.03</td><td>−0.03</td></tr><tr><td>perf18</td><td>0.32</td><td>0.30</td><td>0.40</td><td>0.05</td><td>0.48</td><td>0.40</td><td>0.45</td><td>−0.05</td><td>0.04</td><td>−0.06</td><td>0.03</td><td>−0.02</td><td>−0.13</td></tr><tr><td>perf21</td><td>0.28</td><td>0.15</td><td>0.21</td><td>−0.07</td><td>0.23</td><td>0.30</td><td>0.26</td><td>−0.05</td><td>0.02</td><td>−0.03</td><td>−0.02</td><td>−0.03</td><td>−0.02</td></tr><tr><td>perf21.1</td><td>0.28</td><td>0.15</td><td>0.21</td><td>−0.07</td><td>0.23</td><td>0.30</td><td>0.26</td><td>−0.05</td><td>0.02</td><td>−0.03</td><td>−0.02</td><td>−0.03</td><td>−0.02</td></tr><tr><td>perf23</td><td>0.38</td><td>0.11</td><td>0.17</td><td>−0.07</td><td>0.22</td><td>0.25</td><td>0.23</td><td>−0.03</td><td>−0.07</td><td>−0.11</td><td>−0.02</td><td>−0.10</td><td>−0.11</td></tr><tr><td>perf25</td><td>0.33</td><td>0.17</td><td>0.27</td><td>−0.04</td><td>0.32</td><td>0.27</td><td>0.27</td><td>−0.06</td><td>0.00</td><td>−0.01</td><td>−0.03</td><td>−0.06</td><td>−0.07</td></tr><tr><td>perf34</td><td>0.22</td><td>0.08</td><td>0.07</td><td>−0.09</td><td>0.12</td><td>0.16</td><td>0.18</td><td>−0.07</td><td>−0.04</td><td>−0.10</td><td>−0.01</td><td>−0.08</td><td>−0.11</td></tr><tr><td>perf17</td><td>0.22</td><td>0.15</td><td>0.11</td><td>−0.07</td><td>0.19</td><td>0.19</td><td>0.20</td><td>0.00</td><td>−0.05</td><td>−0.14</td><td>−0.07</td><td>−0.05</td><td>−0.14</td></tr><tr><td>perf32</td><td>0.21</td><td>0.09</td><td>0.00</td><td>−0.14</td><td>0.05</td><td>0.05</td><td>0.16</td><td>0.04</td><td>−0.03</td><td>−0.11</td><td>−0.07</td><td>−0.14</td><td>−0.08</td></tr><tr><td>perf33</td><td>0.22</td><td>0.10</td><td>0.06</td><td>−0.10</td><td>0.16</td><td>0.11</td><td>0.23</td><td>0.04</td><td>−0.01</td><td>−0.10</td><td>0.00</td><td>−0.08</td><td>−0.02</td></tr><tr><td>perf28</td><td>0.25</td><td>0.08</td><td>0.06</td><td>−0.18</td><td>0.10</td><td>0.13</td><td>0.14</td><td>0.02</td><td>−0.09</td><td>−0.07</td><td>−0.02</td><td>−0.07</td><td>−0.16</td></tr><tr><td>cta1</td><td>0.11</td><td>0.10</td><td>0.10</td><td>−0.02</td><td>0.12</td><td>0.06</td><td>0.14</td><td>0.07</td><td>0.03</td><td>−0.07</td><td>−0.03</td><td>−0.02</td><td>−0.04</td></tr><tr><td>cta2</td><td>0.12</td><td>0.01</td><td>0.13</td><td>0.02</td><td>0.19</td><td>0.08</td><td>0.13</td><td>−0.03</td><td>0.02</td><td>−0.08</td><td>0.02</td><td>−0.01</td><td>−0.10</td></tr><tr><td>cta4</td><td>0.02</td><td>−0.16</td><td>−0.11</td><td>−0.17</td><td>−0.09</td><td>−0.05</td><td>−0.04</td><td>−0.10</td><td>−0.14</td><td>−0.22</td><td>−0.11</td><td>−0.14</td><td>−0.05</td></tr><tr><td>cta6</td><td>0.09</td><td>0.07</td><td>0.01</td><td>−0.06</td><td>0.08</td><td>0.03</td><td>0.02</td><td>0.01</td><td>0.01</td><td>−0.05</td><td>−0.02</td><td>−0.09</td><td>−0.04</td></tr><tr><td>cta7</td><td>0.02</td><td>−0.08</td><td>−0.02</td><td>−0.11</td><td>0.00</td><td>0.03</td><td>0.04</td><td>0.02</td><td>−0.02</td><td>−0.17</td><td>0.00</td><td>−0.08</td><td>−0.07</td></tr><tr><td>cta11</td><td>0.01</td><td>−0.12</td><td>−0.09</td><td>−0.17</td><td>−0.02</td><td>−0.03</td><td>−0.05</td><td>−0.02</td><td>−0.05</td><td>−0.15</td><td>−0.09</td><td>−0.06</td><td>0.00</td></tr><tr><td>cta12</td><td>0.07</td><td>−0.08</td><td>−0.03</td><td>−0.15</td><td>−0.02</td><td>−0.04</td><td>−0.01</td><td>−0.05</td><td>−0.06</td><td>−0.18</td><td>0.02</td><td>−0.12</td><td>−0.13</td></tr><tr><td>cta14</td><td>0.01</td><td>−0.10</td><td>−0.02</td><td>−0.13</td><td>0.02</td><td>0.03</td><td>0.01</td><td>−0.01</td><td>−0.06</td><td>−0.19</td><td>−0.09</td><td>−0.14</td><td>−0.04</td></tr><tr><td>cta15</td><td>0.08</td><td>−0.02</td><td>−0.04</td><td>−0.13</td><td>0.01</td><td>−0.02</td><td>0.03</td><td>0.06</td><td>0.02</td><td>−0.12</td><td>−0.04</td><td>0.00</td><td>−0.18</td></tr><tr><td>cta16</td><td>0.18</td><td>0.15</td><td>0.22</td><td>0.13</td><td>0.26</td><td>0.19</td><td>0.27</td><td>0.17</td><td>0.07</td><td>−0.01</td><td>0.04</td><td>0.12</td><td>0.09</td></tr><tr><td>cta19</td><td>0.02</td><td>0.00</td><td>−0.03</td><td>−0.19</td><td>0.01</td><td>−0.01</td><td>0.03</td><td>−0.03</td><td>0.00</td><td>−0.09</td><td>−0.05</td><td>−0.12</td><td>−0.05</td></tr><tr><td>cta20</td><td>0.04</td><td>−0.10</td><td>0.00</td><td>−0.15</td><td>0.04</td><td>−0.01</td><td>0.04</td><td>−0.09</td><td>−0.07</td><td>−0.24</td><td>−0.13</td><td>−0.12</td><td>−0.12</td></tr><tr><td>cta22</td><td>0.01</td><td>−0.11</td><td>−0.09</td><td>−0.09</td><td>−0.04</td><td>−0.05</td><td>−0.02</td><td>−0.01</td><td>−0.03</td><td>−0.20</td><td>−0.06</td><td>−0.10</td><td>−0.15</td></tr><tr><td>cta23</td><td>0.03</td><td>−0.11</td><td>−0.14</td><td>−0.16</td><td>−0.07</td><td>−0.07</td><td>−0.06</td><td>−0.07</td><td>−0.11</td><td>−0.28</td><td>−0.11</td><td>−0.17</td><td>−0.11</td></tr><tr><td>cta24</td><td>0.09</td><td>−0.05</td><td>−0.04</td><td>−0.02</td><td>0.01</td><td>0.02</td><td>0.08</td><td>0.08</td><td>0.01</td><td>−0.07</td><td>0.06</td><td>−0.01</td><td>−0.04</td></tr><tr><td>cta26</td><td>−0.05</td><td>−0.13</td><td>−0.18</td><td>−0.23</td><td>−0.13</td><td>−0.09</td><td>−0.12</td><td>−0.05</td><td>−0.09</td><td>−0.24</td><td>−0.14</td><td>−0.24</td><td>−0.10</td></tr><tr><td>cta27</td><td>0.06</td><td>−0.03</td><td>−0.01</td><td>−0.18</td><td>0.02</td><td>0.01</td><td>−0.01</td><td>0.02</td><td>−0.05</td><td>−0.17</td><td>−0.06</td><td>−0.11</td><td>−0.08</td></tr><tr><td>ptt3</td><td>0.00</td><td>−0.08</td><td>−0.09</td><td>−0.11</td><td>−0.03</td><td>−0.02</td><td>−0.02</td><td>−0.17</td><td>−0.17</td><td>−0.29</td><td>−0.19</td><td>−0.19</td><td>−0.18</td></tr><tr><td>ptt4</td><td>0.19</td><td>0.09</td><td>0.07</td><td>0.01</td><td>0.18</td><td>0.13</td><td>0.12</td><td>0.06</td><td>0.03</td><td>−0.03</td><td>−0.03</td><td>0.02</td><td>0.01</td></tr><tr><td>ptt5</td><td>0.14</td><td>0.12</td><td>0.11</td><td>0.04</td><td>0.19</td><td>0.05</td><td>0.10</td><td>0.04</td><td>−0.02</td><td>−0.02</td><td>−0.03</td><td>0.02</td><td>−0.05</td></tr><tr><td>ptt6</td><td>0.10</td><td>0.08</td><td>0.02</td><td>−0.08</td><td>0.14</td><td>0.05</td><td>0.08</td><td>−0.06</td><td>−0.04</td><td>−0.09</td><td>−0.07</td><td>−0.04</td><td>−0.03</td></tr><tr><td>ptt8</td><td>0.07</td><td>−0.05</td><td>−0.07</td><td>−0.18</td><td>−0.07</td><td>−0.02</td><td>−0.09</td><td>−0.12</td><td>−0.08</td><td>−0.10</td><td>−0.07</td><td>−0.07</td><td>−0.11</td></tr><tr><td>ptt9</td><td>0.00</td><td>−0.17</td><td>−0.16</td><td>−0.26</td><td>−0.04</td><td>−0.01</td><td>−0.09</td><td>−0.17</td><td>−0.15</td><td>−0.18</td><td>−0.17</td><td>−0.18</td><td>−0.20</td></tr><tr><td>ptt16</td><td>0.02</td><td>−0.15</td><td>−0.17</td><td>−0.26</td><td>−0.06</td><td>−0.06</td><td>−0.10</td><td>−0.18</td><td>−0.17</td><td>−0.27</td><td>−0.10</td><td>−0.20</td><td>−0.21</td></tr><tr><td>ptt17</td><td>0.04</td><td>−0.16</td><td>−0.15</td><td>−0.30</td><td>−0.10</td><td>−0.07</td><td>−0.13</td><td>−0.22</td><td>−0.20</td><td>−0.18</td><td>−0.12</td><td>−0.17</td><td>−0.22</td></tr><tr><td>ptt18</td><td>0.05</td><td>−0.09</td><td>−0.02</td><td>−0.07</td><td>0.07</td><td>0.05</td><td>0.05</td><td>−0.11</td><td>−0.13</td><td>−0.11</td><td>−0.08</td><td>−0.03</td><td>−0.10</td></tr><tr><td>ptt1r</td><td>0.04</td><td>−0.09</td><td>−0.01</td><td>−0.01</td><td>0.05</td><td>0.09</td><td>0.09</td><td>−0.02</td><td>−0.06</td><td>−0.01</td><td>0.00</td><td>−0.01</td><td>0.00</td></tr><tr><td>ptt2r</td><td>0.11</td><td>0.08</td><td>0.08</td><td>0.04</td><td>0.12</td><td>0.12</td><td>0.09</td><td>0.00</td><td>0.03</td><td>0.02</td><td>0.02</td><td>0.07</td><td>−0.03</td></tr><tr><td>ptt7r</td><td>−0.04</td><td>−0.05</td><td>−0.06</td><td>−0.15</td><td>−0.02</td><td>0.05</td><td>−0.03</td><td>0.00</td><td>−0.03</td><td>0.01</td><td>−0.02</td><td>−0.02</td><td>−0.07</td></tr><tr><td>ptt10r</td><td>−0.03</td><td>−0.08</td><td>−0.13</td><td>−0.13</td><td>−0.04</td><td>−0.15</td><td>−0.15</td><td>−0.04</td><td>−0.08</td><td>−0.09</td><td>−0.02</td><td>−0.05</td><td>−0.03</td></tr><tr><td>ptt11r</td><td>0.03</td><td>−0.07</td><td>−0.06</td><td>−0.14</td><td>0.00</td><td>0.01</td><td>−0.04</td><td>−0.01</td><td>−0.04</td><td>−0.06</td><td>−0.02</td><td>−0.04</td><td>−0.08</td></tr><tr><td>ptt12r</td><td>0.04</td><td>−0.08</td><td>−0.01</td><td>−0.08</td><td>0.01</td><td>−0.01</td><td>−0.04</td><td>0.01</td><td>−0.01</td><td>−0.02</td><td>0.04</td><td>0.03</td><td>0.01</td></tr><tr><td>ptt13r</td><td>−0.01</td><td>0.08</td><td>0.08</td><td>0.11</td><td>0.14</td><td>0.02</td><td>0.06</td><td>0.11</td><td>0.03</td><td>0.02</td><td>0.09</td><td>0.07</td><td>0.10</td></tr><tr><td>ptt14r</td><td>0.05</td><td>0.00</td><td>0.05</td><td>−0.01</td><td>0.11</td><td>0.00</td><td>0.11</td><td>0.01</td><td>−0.03</td><td>−0.02</td><td>0.01</td><td>−0.04</td><td>0.03</td></tr><tr><td>ptt15r</td><td>0.00</td><td>−0.04</td><td>−0.01</td><td>−0.02</td><td>0.08</td><td>−0.05</td><td>0.04</td><td>−0.06</td><td>−0.07</td><td>−0.12</td><td>−0.03</td><td>−0.03</td><td>−0.03</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th /><th>study11</th><th>study17</th><th>study18</th><th>perf9</th><th>perf10</th><th>perf13</th><th>perf14</th><th>perf18</th><th>perf21</th><th>perf21.1</th><th>perf23</th><th>perf25</th><th /></tr></thead><tbody valign="top"><tr><td>perf4</td><td>0.02</td><td>−0.02</td><td>−0.05</td><td>0.40</td><td>0.22</td><td>0.33</td><td>0.29</td><td>0.32</td><td>0.28</td><td>0.28</td><td>0.38</td><td>0.33</td><td /></tr><tr><td>perf6</td><td>0.19</td><td>0.08</td><td>0.16</td><td>0.24</td><td>0.24</td><td>0.17</td><td>0.14</td><td>0.30</td><td>0.15</td><td>0.15</td><td>0.11</td><td>0.17</td><td /></tr><tr><td>perf12</td><td>0.20</td><td>0.13</td><td>0.22</td><td>0.20</td><td>0.25</td><td>0.24</td><td>0.24</td><td>0.40</td><td>0.21</td><td>0.21</td><td>0.17</td><td>0.27</td><td /></tr><tr><td>perf16</td><td>0.25</td><td>0.13</td><td>0.27</td><td>−0.09</td><td>0.03</td><td>−0.05</td><td>−0.01</td><td>0.05</td><td>−0.07</td><td>−0.07</td><td>−0.07</td><td>−0.04</td><td /></tr><tr><td>perf19</td><td>0.10</td><td>0.07</td><td>0.14</td><td>0.21</td><td>0.25</td><td>0.28</td><td>0.26</td><td>0.48</td><td>0.23</td><td>0.23</td><td>0.22</td><td>0.32</td><td /></tr><tr><td>perf24</td><td>0.08</td><td>0.06</td><td>0.11</td><td>0.21</td><td>0.11</td><td>0.20</td><td>0.23</td><td>0.40</td><td>0.30</td><td>0.30</td><td>0.25</td><td>0.27</td><td /></tr><tr><td>perf30</td><td>0.11</td><td>0.02</td><td>0.10</td><td>0.16</td><td>0.23</td><td>0.24</td><td>0.23</td><td>0.45</td><td>0.26</td><td>0.26</td><td>0.23</td><td>0.27</td><td /></tr><tr><td>study1</td><td>0.38</td><td>0.05</td><td>0.31</td><td>0.00</td><td>−0.05</td><td>−0.03</td><td>−0.02</td><td>−0.05</td><td>−0.05</td><td>−0.05</td><td>−0.03</td><td>−0.06</td><td /></tr><tr><td>study2</td><td>0.44</td><td>0.12</td><td>0.32</td><td>−0.02</td><td>0.06</td><td>−0.02</td><td>−0.03</td><td>0.04</td><td>0.02</td><td>0.02</td><td>−0.07</td><td>0.00</td><td /></tr><tr><td>study5</td><td>0.55</td><td>0.17</td><td>0.36</td><td>−0.02</td><td>0.03</td><td>−0.05</td><td>−0.05</td><td>−0.06</td><td>−0.03</td><td>−0.03</td><td>−0.11</td><td>−0.01</td><td /></tr><tr><td>study6</td><td>0.49</td><td>0.08</td><td>0.36</td><td>−0.02</td><td>−0.03</td><td>0.01</td><td>−0.01</td><td>0.03</td><td>−0.02</td><td>−0.02</td><td>−0.02</td><td>−0.03</td><td /></tr><tr><td>study7</td><td>0.52</td><td>0.16</td><td>0.39</td><td>−0.04</td><td>0.01</td><td>−0.07</td><td>−0.03</td><td>−0.02</td><td>−0.03</td><td>−0.03</td><td>−0.10</td><td>−0.06</td><td /></tr><tr><td>study10</td><td>0.45</td><td>0.13</td><td>0.28</td><td>−0.12</td><td>−0.01</td><td>−0.12</td><td>−0.03</td><td>−0.13</td><td>−0.02</td><td>−0.02</td><td>−0.11</td><td>−0.07</td><td /></tr><tr><td>study11</td><td>1.00</td><td>0.13</td><td>0.32</td><td>−0.01</td><td>0.04</td><td>−0.08</td><td>−0.02</td><td>−0.07</td><td>0.00</td><td>0.00</td><td>0.00</td><td>−0.04</td><td /></tr><tr><td>study17</td><td>0.13</td><td>1.00</td><td>0.27</td><td>−0.01</td><td>−0.07</td><td>−0.11</td><td>−0.03</td><td>−0.04</td><td>−0.05</td><td>−0.05</td><td>−0.05</td><td>−0.06</td><td /></tr><tr><td>study18</td><td>0.32</td><td>0.27</td><td>1.00</td><td>−0.07</td><td>−0.05</td><td>−0.13</td><td>−0.09</td><td>−0.10</td><td>0.00</td><td>0.00</td><td>−0.11</td><td>−0.07</td><td /></tr><tr><td>perf9</td><td>−0.01</td><td>−0.01</td><td>−0.07</td><td>1.00</td><td>0.44</td><td>0.51</td><td>0.50</td><td>0.35</td><td>0.42</td><td>0.42</td><td>0.55</td><td>0.48</td><td /></tr><tr><td>perf10</td><td>0.04</td><td>−0.07</td><td>−0.05</td><td>0.44</td><td>1.00</td><td>0.38</td><td>0.38</td><td>0.33</td><td>0.35</td><td>0.35</td><td>0.37</td><td>0.38</td><td /></tr><tr><td>perf13</td><td>−0.08</td><td>−0.11</td><td>−0.13</td><td>0.51</td><td>0.38</td><td>1.00</td><td>0.64</td><td>0.54</td><td>0.45</td><td>0.45</td><td>0.60</td><td>0.50</td><td /></tr><tr><td>perf14</td><td>−0.02</td><td>−0.03</td><td>−0.09</td><td>0.50</td><td>0.38</td><td>0.64</td><td>1.00</td><td>0.39</td><td>0.42</td><td>0.42</td><td>0.59</td><td>0.53</td><td /></tr><tr><td>perf18</td><td>−0.07</td><td>−0.04</td><td>−0.10</td><td>0.35</td><td>0.33</td><td>0.54</td><td>0.39</td><td>1.00</td><td>0.39</td><td>0.39</td><td>0.45</td><td>0.43</td><td /></tr><tr><td>perf21</td><td>0.00</td><td>−0.05</td><td>0.00</td><td>0.42</td><td>0.35</td><td>0.45</td><td>0.42</td><td>0.39</td><td>1.00</td><td>1.00</td><td>0.56</td><td>0.64</td><td /></tr><tr><td>perf21.1</td><td>0.00</td><td>−0.05</td><td>0.00</td><td>0.42</td><td>0.35</td><td>0.45</td><td>0.42</td><td>0.39</td><td>1.00</td><td>1.00</td><td>0.56</td><td>0.64</td><td /></tr><tr><td>perf23</td><td>0.00</td><td>−0.05</td><td>−0.11</td><td>0.55</td><td>0.37</td><td>0.60</td><td>0.59</td><td>0.45</td><td>0.56</td><td>0.56</td><td>1.00</td><td>0.59</td><td /></tr><tr><td>perf25</td><td>−0.04</td><td>−0.06</td><td>−0.07</td><td>0.48</td><td>0.38</td><td>0.50</td><td>0.53</td><td>0.43</td><td>0.64</td><td>0.64</td><td>0.59</td><td>1.00</td><td /></tr><tr><td>perf34</td><td>−0.06</td><td>−0.04</td><td>−0.06</td><td>0.40</td><td>0.32</td><td>0.48</td><td>0.43</td><td>0.36</td><td>0.56</td><td>0.56</td><td>0.56</td><td>0.57</td><td /></tr><tr><td>perf17</td><td>−0.09</td><td>−0.13</td><td>−0.08</td><td>0.28</td><td>0.27</td><td>0.37</td><td>0.34</td><td>0.39</td><td>0.34</td><td>0.34</td><td>0.34</td><td>0.32</td><td /></tr><tr><td>perf32</td><td>−0.10</td><td>−0.23</td><td>−0.18</td><td>0.27</td><td>0.17</td><td>0.33</td><td>0.31</td><td>0.29</td><td>0.27</td><td>0.27</td><td>0.34</td><td>0.28</td><td /></tr><tr><td>perf33</td><td>−0.06</td><td>−0.22</td><td>−0.15</td><td>0.34</td><td>0.28</td><td>0.36</td><td>0.38</td><td>0.30</td><td>0.39</td><td>0.39</td><td>0.37</td><td>0.39</td><td /></tr><tr><td>perf28</td><td>−0.06</td><td>−0.09</td><td>−0.09</td><td>0.44</td><td>0.27</td><td>0.44</td><td>0.39</td><td>0.29</td><td>0.34</td><td>0.34</td><td>0.41</td><td>0.36</td><td /></tr><tr><td>cta1</td><td>−0.08</td><td>−0.09</td><td>−0.02</td><td>0.27</td><td>0.24</td><td>0.30</td><td>0.28</td><td>0.15</td><td>0.26</td><td>0.26</td><td>0.20</td><td>0.24</td><td /></tr><tr><td>cta2</td><td>−0.10</td><td>−0.12</td><td>−0.08</td><td>0.25</td><td>0.19</td><td>0.39</td><td>0.30</td><td>0.28</td><td>0.18</td><td>0.18</td><td>0.25</td><td>0.24</td><td /></tr><tr><td>cta4</td><td>−0.21</td><td>−0.13</td><td>−0.10</td><td>0.14</td><td>0.12</td><td>0.18</td><td>0.16</td><td>0.08</td><td>0.15</td><td>0.15</td><td>0.12</td><td>0.07</td><td /></tr><tr><td>cta6</td><td>−0.10</td><td>0.01</td><td>−0.09</td><td>0.23</td><td>0.21</td><td>0.24</td><td>0.25</td><td>0.15</td><td>0.19</td><td>0.19</td><td>0.21</td><td>0.16</td><td /></tr><tr><td>cta7</td><td>−0.14</td><td>−0.16</td><td>−0.03</td><td>0.18</td><td>0.15</td><td>0.23</td><td>0.22</td><td>0.10</td><td>0.19</td><td>0.19</td><td>0.21</td><td>0.15</td><td /></tr><tr><td>cta11</td><td>−0.15</td><td>−0.13</td><td>−0.10</td><td>0.14</td><td>0.10</td><td>0.15</td><td>0.16</td><td>0.03</td><td>0.09</td><td>0.09</td><td>0.12</td><td>0.06</td><td /></tr><tr><td>cta12</td><td>−0.14</td><td>−0.15</td><td>−0.13</td><td>0.19</td><td>0.12</td><td>0.31</td><td>0.20</td><td>0.14</td><td>0.14</td><td>0.14</td><td>0.21</td><td>0.16</td><td /></tr><tr><td>cta14</td><td>−0.16</td><td>−0.15</td><td>−0.09</td><td>0.15</td><td>0.13</td><td>0.24</td><td>0.21</td><td>0.17</td><td>0.19</td><td>0.19</td><td>0.18</td><td>0.16</td><td /></tr><tr><td>cta15</td><td>−0.14</td><td>−0.09</td><td>−0.06</td><td>0.14</td><td>0.09</td><td>0.19</td><td>0.14</td><td>0.17</td><td>0.07</td><td>0.07</td><td>0.14</td><td>0.09</td><td /></tr><tr><td>cta16</td><td>−0.03</td><td>−0.07</td><td>0.01</td><td>0.17</td><td>0.15</td><td>0.22</td><td>0.27</td><td>0.18</td><td>0.16</td><td>0.16</td><td>0.14</td><td>0.13</td><td /></tr><tr><td>cta19</td><td>−0.10</td><td>−0.09</td><td>−0.08</td><td>0.17</td><td>0.13</td><td>0.22</td><td>0.24</td><td>0.14</td><td>0.17</td><td>0.17</td><td>0.15</td><td>0.14</td><td /></tr><tr><td>cta20</td><td>−0.18</td><td>−0.01</td><td>−0.09</td><td>0.18</td><td>0.13</td><td>0.24</td><td>0.23</td><td>0.13</td><td>0.22</td><td>0.22</td><td>0.16</td><td>0.19</td><td /></tr><tr><td>cta22</td><td>−0.21</td><td>−0.13</td><td>−0.14</td><td>0.05</td><td>0.01</td><td>0.19</td><td>0.13</td><td>0.11</td><td>0.16</td><td>0.16</td><td>0.13</td><td>0.04</td><td /></tr><tr><td>cta23</td><td>−0.24</td><td>−0.20</td><td>−0.15</td><td>0.11</td><td>0.12</td><td>0.24</td><td>0.16</td><td>0.07</td><td>0.17</td><td>0.17</td><td>0.18</td><td>0.08</td><td /></tr><tr><td>cta24</td><td>−0.05</td><td>−0.07</td><td>−0.02</td><td>0.15</td><td>0.14</td><td>0.18</td><td>0.18</td><td>0.06</td><td>0.17</td><td>0.17</td><td>0.19</td><td>0.12</td><td /></tr><tr><td>cta26</td><td>−0.21</td><td>−0.15</td><td>−0.14</td><td>0.13</td><td>0.09</td><td>0.18</td><td>0.13</td><td>0.06</td><td>0.16</td><td>0.16</td><td>0.17</td><td>0.07</td><td /></tr><tr><td>cta27</td><td>−0.15</td><td>−0.13</td><td>−0.11</td><td>0.22</td><td>0.11</td><td>0.25</td><td>0.23</td><td>0.13</td><td>0.16</td><td>0.16</td><td>0.19</td><td>0.19</td><td /></tr><tr><td>ptt3</td><td>−0.26</td><td>0.00</td><td>−0.09</td><td>0.09</td><td>0.10</td><td>0.17</td><td>0.16</td><td>0.09</td><td>0.22</td><td>0.22</td><td>0.14</td><td>0.22</td><td /></tr><tr><td>ptt4</td><td>−0.08</td><td>0.03</td><td>0.01</td><td>0.17</td><td>0.17</td><td>0.18</td><td>0.18</td><td>0.17</td><td>0.23</td><td>0.23</td><td>0.19</td><td>0.21</td><td /></tr><tr><td>ptt5</td><td>−0.10</td><td>−0.05</td><td>−0.01</td><td>0.17</td><td>0.18</td><td>0.24</td><td>0.21</td><td>0.14</td><td>0.13</td><td>0.13</td><td>0.11</td><td>0.16</td><td /></tr><tr><td>ptt6</td><td>−0.11</td><td>−0.09</td><td>0.00</td><td>0.25</td><td>0.25</td><td>0.28</td><td>0.27</td><td>0.18</td><td>0.30</td><td>0.30</td><td>0.20</td><td>0.26</td><td /></tr><tr><td>ptt8</td><td>−0.15</td><td>−0.02</td><td>−0.02</td><td>0.12</td><td>0.04</td><td>0.11</td><td>0.13</td><td>0.05</td><td>0.11</td><td>0.11</td><td>0.14</td><td>0.14</td><td /></tr><tr><td>ptt9</td><td>−0.20</td><td>−0.02</td><td>−0.14</td><td>0.20</td><td>0.13</td><td>0.21</td><td>0.20</td><td>0.08</td><td>0.24</td><td>0.24</td><td>0.22</td><td>0.21</td><td /></tr><tr><td>ptt16</td><td>−0.30</td><td>−0.04</td><td>−0.16</td><td>0.12</td><td>0.06</td><td>0.07</td><td>0.14</td><td>0.08</td><td>0.14</td><td>0.14</td><td>0.10</td><td>0.14</td><td /></tr><tr><td>ptt17</td><td>−0.26</td><td>0.04</td><td>−0.09</td><td>0.08</td><td>0.07</td><td>0.07</td><td>0.06</td><td>0.06</td><td>0.11</td><td>0.11</td><td>0.14</td><td>0.11</td><td /></tr><tr><td>ptt18</td><td>−0.16</td><td>0.02</td><td>−0.03</td><td>0.10</td><td>0.06</td><td>0.08</td><td>0.11</td><td>0.06</td><td>0.16</td><td>0.16</td><td>0.05</td><td>0.13</td><td /></tr><tr><td>ptt1r</td><td>0.00</td><td>0.02</td><td>0.05</td><td>0.09</td><td>−0.03</td><td>−0.01</td><td>0.05</td><td>−0.01</td><td>0.05</td><td>0.05</td><td>0.05</td><td>0.04</td><td /></tr><tr><td>ptt2r</td><td>−0.08</td><td>0.06</td><td>0.11</td><td>0.06</td><td>0.03</td><td>0.02</td><td>0.07</td><td>0.04</td><td>0.07</td><td>0.07</td><td>0.00</td><td>0.09</td><td /></tr><tr><td>ptt7r</td><td>−0.05</td><td>0.06</td><td>0.05</td><td>−0.02</td><td>−0.10</td><td>−0.03</td><td>0.02</td><td>−0.03</td><td>0.07</td><td>0.07</td><td>0.07</td><td>0.04</td><td /></tr><tr><td>ptt10r</td><td>−0.01</td><td>−0.06</td><td>−0.06</td><td>0.13</td><td>0.01</td><td>0.12</td><td>0.15</td><td>−0.04</td><td>0.05</td><td>0.05</td><td>0.10</td><td>0.07</td><td /></tr><tr><td>ptt11r</td><td>−0.04</td><td>0.05</td><td>0.01</td><td>0.13</td><td>0.07</td><td>0.13</td><td>0.18</td><td>0.05</td><td>0.08</td><td>0.08</td><td>0.15</td><td>0.10</td><td /></tr><tr><td>ptt12r</td><td>0.00</td><td>0.02</td><td>0.03</td><td>0.10</td><td>0.05</td><td>0.14</td><td>0.15</td><td>0.01</td><td>0.03</td><td>0.03</td><td>0.13</td><td>0.04</td><td /></tr><tr><td>ptt13r</td><td>0.01</td><td>0.02</td><td>0.07</td><td>0.04</td><td>0.05</td><td>0.02</td><td>0.01</td><td>0.01</td><td>−0.01</td><td>−0.01</td><td>−0.07</td><td>0.00</td><td /></tr><tr><td>ptt14r</td><td>−0.07</td><td>0.03</td><td>0.03</td><td>0.05</td><td>0.11</td><td>0.08</td><td>0.07</td><td>0.01</td><td>0.08</td><td>0.08</td><td>0.03</td><td>0.09</td><td /></tr><tr><td>ptt15r</td><td>−0.14</td><td>0.00</td><td>0.07</td><td>0.12</td><td>0.04</td><td>0.04</td><td>0.10</td><td>0.04</td><td>0.09</td><td>0.09</td><td>0.04</td><td>0.09</td><td /></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th /><th>perf34</th><th>perf17</th><th>perf32</th><th>perf33</th><th>perf28</th><th>cta1</th><th>cta2</th><th>cta4</th><th>cta6</th><th>cta7</th><th>cta11</th><th>cta12</th><th>cta14</th><th>cta15</th></tr></thead><tbody valign="top"><tr><td>perf4</td><td>0.22</td><td>0.22</td><td>0.21</td><td>0.22</td><td>0.25</td><td>0.11</td><td>0.12</td><td>0.02</td><td>0.09</td><td>0.02</td><td>0.01</td><td>0.07</td><td>0.01</td><td>0.08</td></tr><tr><td>perf6</td><td>0.08</td><td>0.15</td><td>0.09</td><td>0.10</td><td>0.08</td><td>0.10</td><td>0.01</td><td>−0.16</td><td>0.07</td><td>−0.08</td><td>−0.12</td><td>−0.08</td><td>−0.10</td><td>−0.02</td></tr><tr><td>perf12</td><td>0.07</td><td>0.11</td><td>0.00</td><td>0.06</td><td>0.06</td><td>0.10</td><td>0.13</td><td>−0.11</td><td>0.01</td><td>−0.02</td><td>−0.09</td><td>−0.03</td><td>−0.02</td><td>−0.04</td></tr><tr><td>perf16</td><td>−0.09</td><td>−0.07</td><td>−0.14</td><td>−0.10</td><td>−0.18</td><td>−0.02</td><td>0.02</td><td>−0.17</td><td>−0.06</td><td>−0.11</td><td>−0.17</td><td>−0.15</td><td>−0.13</td><td>−0.13</td></tr><tr><td>perf19</td><td>0.12</td><td>0.19</td><td>0.05</td><td>0.16</td><td>0.10</td><td>0.12</td><td>0.19</td><td>−0.09</td><td>0.08</td><td>0.00</td><td>−0.02</td><td>−0.02</td><td>0.02</td><td>0.01</td></tr><tr><td>perf24</td><td>0.16</td><td>0.19</td><td>0.05</td><td>0.11</td><td>0.13</td><td>0.06</td><td>0.08</td><td>−0.05</td><td>0.03</td><td>0.03</td><td>−0.03</td><td>−0.04</td><td>0.03</td><td>−0.02</td></tr><tr><td>perf30</td><td>0.18</td><td>0.20</td><td>0.16</td><td>0.23</td><td>0.14</td><td>0.14</td><td>0.13</td><td>−0.04</td><td>0.02</td><td>0.04</td><td>−0.05</td><td>−0.01</td><td>0.01</td><td>0.03</td></tr><tr><td>study1</td><td>−0.07</td><td>0.00</td><td>0.04</td><td>0.04</td><td>0.02</td><td>0.07</td><td>−0.03</td><td>−0.10</td><td>0.01</td><td>0.02</td><td>−0.02</td><td>−0.05</td><td>−0.01</td><td>0.06</td></tr><tr><td>study2</td><td>−0.04</td><td>−0.05</td><td>−0.03</td><td>−0.01</td><td>−0.09</td><td>0.03</td><td>0.02</td><td>−0.14</td><td>0.01</td><td>−0.02</td><td>−0.05</td><td>−0.06</td><td>−0.06</td><td>0.02</td></tr><tr><td>study5</td><td>−0.10</td><td>−0.14</td><td>−0.11</td><td>−0.10</td><td>−0.07</td><td>−0.07</td><td>−0.08</td><td>−0.22</td><td>−0.05</td><td>−0.17</td><td>−0.15</td><td>−0.18</td><td>−0.19</td><td>−0.12</td></tr><tr><td>study6</td><td>−0.01</td><td>−0.07</td><td>−0.07</td><td>0.00</td><td>−0.02</td><td>−0.03</td><td>0.02</td><td>−0.11</td><td>−0.02</td><td>0.00</td><td>−0.09</td><td>0.02</td><td>−0.09</td><td>−0.04</td></tr><tr><td>study7</td><td>−0.08</td><td>−0.05</td><td>−0.14</td><td>−0.08</td><td>−0.07</td><td>−0.02</td><td>−0.01</td><td>−0.14</td><td>−0.09</td><td>−0.08</td><td>−0.06</td><td>−0.12</td><td>−0.14</td><td>0.00</td></tr><tr><td>study10</td><td>−0.11</td><td>−0.14</td><td>−0.08</td><td>−0.02</td><td>−0.16</td><td>−0.04</td><td>−0.10</td><td>−0.05</td><td>−0.04</td><td>−0.07</td><td>0.00</td><td>−0.13</td><td>−0.04</td><td>−0.18</td></tr><tr><td>study11</td><td>−0.06</td><td>−0.09</td><td>−0.10</td><td>−0.06</td><td>−0.06</td><td>−0.08</td><td>−0.10</td><td>−0.21</td><td>−0.10</td><td>−0.14</td><td>−0.15</td><td>−0.14</td><td>−0.16</td><td>−0.14</td></tr><tr><td>study17</td><td>−0.04</td><td>−0.13</td><td>−0.23</td><td>−0.22</td><td>−0.09</td><td>−0.09</td><td>−0.12</td><td>−0.13</td><td>0.01</td><td>−0.16</td><td>−0.13</td><td>−0.15</td><td>−0.15</td><td>−0.09</td></tr><tr><td>study18</td><td>−0.06</td><td>−0.08</td><td>−0.18</td><td>−0.15</td><td>−0.09</td><td>−0.02</td><td>−0.08</td><td>−0.10</td><td>−0.09</td><td>−0.03</td><td>−0.10</td><td>−0.13</td><td>−0.09</td><td>−0.06</td></tr><tr><td>perf9</td><td>0.40</td><td>0.28</td><td>0.27</td><td>0.34</td><td>0.44</td><td>0.27</td><td>0.25</td><td>0.14</td><td>0.23</td><td>0.18</td><td>0.14</td><td>0.19</td><td>0.15</td><td>0.14</td></tr><tr><td>perf10</td><td>0.32</td><td>0.27</td><td>0.17</td><td>0.28</td><td>0.27</td><td>0.24</td><td>0.19</td><td>0.12</td><td>0.21</td><td>0.15</td><td>0.10</td><td>0.12</td><td>0.13</td><td>0.09</td></tr><tr><td>perf13</td><td>0.48</td><td>0.37</td><td>0.33</td><td>0.36</td><td>0.44</td><td>0.30</td><td>0.39</td><td>0.18</td><td>0.24</td><td>0.23</td><td>0.15</td><td>0.31</td><td>0.24</td><td>0.19</td></tr><tr><td>perf14</td><td>0.43</td><td>0.34</td><td>0.31</td><td>0.38</td><td>0.39</td><td>0.28</td><td>0.30</td><td>0.16</td><td>0.25</td><td>0.22</td><td>0.16</td><td>0.20</td><td>0.21</td><td>0.14</td></tr><tr><td>perf18</td><td>0.36</td><td>0.39</td><td>0.29</td><td>0.30</td><td>0.29</td><td>0.15</td><td>0.28</td><td>0.08</td><td>0.15</td><td>0.10</td><td>0.03</td><td>0.14</td><td>0.17</td><td>0.17</td></tr><tr><td>perf21</td><td>0.56</td><td>0.34</td><td>0.27</td><td>0.39</td><td>0.34</td><td>0.26</td><td>0.18</td><td>0.15</td><td>0.19</td><td>0.19</td><td>0.09</td><td>0.14</td><td>0.19</td><td>0.07</td></tr><tr><td>perf21.1</td><td>0.56</td><td>0.34</td><td>0.27</td><td>0.39</td><td>0.34</td><td>0.26</td><td>0.18</td><td>0.15</td><td>0.19</td><td>0.19</td><td>0.09</td><td>0.14</td><td>0.19</td><td>0.07</td></tr><tr><td>perf23</td><td>0.56</td><td>0.34</td><td>0.34</td><td>0.37</td><td>0.41</td><td>0.20</td><td>0.25</td><td>0.12</td><td>0.21</td><td>0.21</td><td>0.12</td><td>0.21</td><td>0.18</td><td>0.14</td></tr><tr><td>perf25</td><td>0.57</td><td>0.32</td><td>0.28</td><td>0.39</td><td>0.36</td><td>0.24</td><td>0.24</td><td>0.07</td><td>0.16</td><td>0.15</td><td>0.06</td><td>0.16</td><td>0.16</td><td>0.09</td></tr><tr><td>perf34</td><td>1.00</td><td>0.30</td><td>0.37</td><td>0.36</td><td>0.44</td><td>0.23</td><td>0.22</td><td>0.10</td><td>0.19</td><td>0.22</td><td>0.11</td><td>0.20</td><td>0.15</td><td>0.13</td></tr><tr><td>perf17</td><td>0.30</td><td>1.00</td><td>0.32</td><td>0.42</td><td>0.47</td><td>0.26</td><td>0.24</td><td>0.26</td><td>0.22</td><td>0.24</td><td>0.20</td><td>0.23</td><td>0.23</td><td>0.25</td></tr><tr><td>perf32</td><td>0.37</td><td>0.32</td><td>1.00</td><td>0.50</td><td>0.44</td><td>0.22</td><td>0.28</td><td>0.25</td><td>0.27</td><td>0.27</td><td>0.24</td><td>0.27</td><td>0.30</td><td>0.21</td></tr><tr><td>perf33</td><td>0.36</td><td>0.42</td><td>0.50</td><td>1.00</td><td>0.45</td><td>0.26</td><td>0.18</td><td>0.21</td><td>0.16</td><td>0.21</td><td>0.18</td><td>0.25</td><td>0.25</td><td>0.17</td></tr><tr><td>perf28</td><td>0.44</td><td>0.47</td><td>0.44</td><td>0.45</td><td>1.00</td><td>0.30</td><td>0.26</td><td>0.29</td><td>0.27</td><td>0.37</td><td>0.32</td><td>0.31</td><td>0.30</td><td>0.28</td></tr><tr><td>cta1</td><td>0.23</td><td>0.26</td><td>0.22</td><td>0.26</td><td>0.30</td><td>1.00</td><td>0.30</td><td>0.42</td><td>0.34</td><td>0.44</td><td>0.33</td><td>0.28</td><td>0.43</td><td>0.25</td></tr><tr><td>cta2</td><td>0.22</td><td>0.24</td><td>0.28</td><td>0.18</td><td>0.26</td><td>0.30</td><td>1.00</td><td>0.35</td><td>0.46</td><td>0.36</td><td>0.29</td><td>0.40</td><td>0.31</td><td>0.25</td></tr><tr><td>cta4</td><td>0.10</td><td>0.26</td><td>0.25</td><td>0.21</td><td>0.29</td><td>0.42</td><td>0.35</td><td>1.00</td><td>0.47</td><td>0.67</td><td>0.59</td><td>0.47</td><td>0.62</td><td>0.32</td></tr><tr><td>cta6</td><td>0.19</td><td>0.22</td><td>0.27</td><td>0.16</td><td>0.27</td><td>0.34</td><td>0.46</td><td>0.47</td><td>1.00</td><td>0.48</td><td>0.45</td><td>0.38</td><td>0.46</td><td>0.38</td></tr><tr><td>cta7</td><td>0.22</td><td>0.24</td><td>0.27</td><td>0.21</td><td>0.37</td><td>0.44</td><td>0.36</td><td>0.67</td><td>0.48</td><td>1.00</td><td>0.61</td><td>0.49</td><td>0.61</td><td>0.35</td></tr><tr><td>cta11</td><td>0.11</td><td>0.20</td><td>0.24</td><td>0.18</td><td>0.32</td><td>0.33</td><td>0.29</td><td>0.59</td><td>0.45</td><td>0.61</td><td>1.00</td><td>0.40</td><td>0.60</td><td>0.39</td></tr><tr><td>cta12</td><td>0.20</td><td>0.23</td><td>0.27</td><td>0.25</td><td>0.31</td><td>0.28</td><td>0.40</td><td>0.47</td><td>0.38</td><td>0.49</td><td>0.40</td><td>1.00</td><td>0.51</td><td>0.34</td></tr><tr><td>cta14</td><td>0.15</td><td>0.23</td><td>0.30</td><td>0.25</td><td>0.30</td><td>0.43</td><td>0.31</td><td>0.62</td><td>0.46</td><td>0.61</td><td>0.60</td><td>0.51</td><td>1.00</td><td>0.50</td></tr><tr><td>cta15</td><td>0.13</td><td>0.25</td><td>0.21</td><td>0.17</td><td>0.28</td><td>0.25</td><td>0.25</td><td>0.32</td><td>0.38</td><td>0.35</td><td>0.39</td><td>0.34</td><td>0.50</td><td>1.00</td></tr><tr><td>cta16</td><td>0.10</td><td>0.23</td><td>0.22</td><td>0.20</td><td>0.24</td><td>0.46</td><td>0.32</td><td>0.40</td><td>0.38</td><td>0.46</td><td>0.39</td><td>0.32</td><td>0.45</td><td>0.44</td></tr><tr><td>cta19</td><td>0.18</td><td>0.19</td><td>0.25</td><td>0.21</td><td>0.23</td><td>0.24</td><td>0.29</td><td>0.44</td><td>0.42</td><td>0.43</td><td>0.40</td><td>0.44</td><td>0.47</td><td>0.39</td></tr><tr><td>cta20</td><td>0.20</td><td>0.20</td><td>0.20</td><td>0.22</td><td>0.24</td><td>0.33</td><td>0.31</td><td>0.46</td><td>0.47</td><td>0.48</td><td>0.50</td><td>0.42</td><td>0.48</td><td>0.42</td></tr><tr><td>cta22</td><td>0.11</td><td>0.20</td><td>0.24</td><td>0.20</td><td>0.21</td><td>0.33</td><td>0.35</td><td>0.57</td><td>0.42</td><td>0.49</td><td>0.51</td><td>0.37</td><td>0.51</td><td>0.43</td></tr><tr><td>cta23</td><td>0.18</td><td>0.23</td><td>0.28</td><td>0.25</td><td>0.25</td><td>0.38</td><td>0.32</td><td>0.64</td><td>0.43</td><td>0.54</td><td>0.53</td><td>0.43</td><td>0.53</td><td>0.37</td></tr><tr><td>cta24</td><td>0.17</td><td>0.18</td><td>0.20</td><td>0.15</td><td>0.31</td><td>0.39</td><td>0.24</td><td>0.52</td><td>0.39</td><td>0.60</td><td>0.52</td><td>0.34</td><td>0.54</td><td>0.29</td></tr><tr><td>cta26</td><td>0.17</td><td>0.20</td><td>0.26</td><td>0.23</td><td>0.23</td><td>0.31</td><td>0.28</td><td>0.58</td><td>0.43</td><td>0.47</td><td>0.49</td><td>0.35</td><td>0.49</td><td>0.39</td></tr><tr><td>cta27</td><td>0.16</td><td>0.27</td><td>0.28</td><td>0.29</td><td>0.32</td><td>0.38</td><td>0.36</td><td>0.60</td><td>0.44</td><td>0.54</td><td>0.54</td><td>0.44</td><td>0.61</td><td>0.42</td></tr><tr><td>ptt3</td><td>0.19</td><td>0.22</td><td>0.13</td><td>0.25</td><td>0.14</td><td>0.21</td><td>0.15</td><td>0.32</td><td>0.24</td><td>0.30</td><td>0.26</td><td>0.27</td><td>0.30</td><td>0.22</td></tr><tr><td>ptt4</td><td>0.14</td><td>0.25</td><td>0.14</td><td>0.27</td><td>0.18</td><td>0.16</td><td>0.09</td><td>0.09</td><td>0.20</td><td>0.16</td><td>0.13</td><td>0.10</td><td>0.16</td><td>0.14</td></tr><tr><td>ptt5</td><td>0.12</td><td>0.18</td><td>0.17</td><td>0.22</td><td>0.11</td><td>0.20</td><td>0.11</td><td>0.09</td><td>0.24</td><td>0.17</td><td>0.12</td><td>0.10</td><td>0.19</td><td>0.19</td></tr><tr><td>ptt6</td><td>0.18</td><td>0.26</td><td>0.17</td><td>0.29</td><td>0.23</td><td>0.41</td><td>0.21</td><td>0.33</td><td>0.32</td><td>0.37</td><td>0.33</td><td>0.24</td><td>0.35</td><td>0.25</td></tr><tr><td>ptt8</td><td>0.05</td><td>0.18</td><td>0.21</td><td>0.20</td><td>0.14</td><td>0.15</td><td>0.09</td><td>0.15</td><td>0.06</td><td>0.10</td><td>0.13</td><td>0.15</td><td>0.12</td><td>0.11</td></tr><tr><td>ptt9</td><td>0.20</td><td>0.18</td><td>0.14</td><td>0.20</td><td>0.22</td><td>0.23</td><td>0.20</td><td>0.27</td><td>0.25</td><td>0.28</td><td>0.31</td><td>0.31</td><td>0.27</td><td>0.25</td></tr><tr><td>ptt16</td><td>0.14</td><td>0.16</td><td>0.18</td><td>0.31</td><td>0.19</td><td>0.13</td><td>0.10</td><td>0.27</td><td>0.17</td><td>0.22</td><td>0.24</td><td>0.23</td><td>0.23</td><td>0.16</td></tr><tr><td>ptt17</td><td>0.11</td><td>0.12</td><td>0.15</td><td>0.15</td><td>0.17</td><td>0.05</td><td>0.06</td><td>0.20</td><td>0.14</td><td>0.13</td><td>0.20</td><td>0.17</td><td>0.16</td><td>0.17</td></tr><tr><td>ptt18</td><td>0.01</td><td>0.14</td><td>−0.01</td><td>0.18</td><td>0.09</td><td>0.20</td><td>0.08</td><td>0.23</td><td>0.16</td><td>0.20</td><td>0.21</td><td>0.18</td><td>0.24</td><td>0.18</td></tr><tr><td>ptt1r</td><td>−0.01</td><td>0.07</td><td>−0.05</td><td>0.11</td><td>0.00</td><td>0.13</td><td>0.03</td><td>0.14</td><td>0.06</td><td>0.12</td><td>0.12</td><td>0.13</td><td>0.14</td><td>0.12</td></tr><tr><td>ptt2r</td><td>0.02</td><td>0.00</td><td>−0.02</td><td>0.09</td><td>−0.04</td><td>0.12</td><td>0.05</td><td>0.05</td><td>0.09</td><td>0.12</td><td>0.10</td><td>0.03</td><td>0.11</td><td>0.14</td></tr><tr><td>ptt7r</td><td>0.01</td><td>0.14</td><td>0.06</td><td>0.11</td><td>0.08</td><td>0.02</td><td>−0.04</td><td>0.06</td><td>0.00</td><td>0.13</td><td>0.08</td><td>0.10</td><td>0.07</td><td>0.16</td></tr><tr><td>ptt10r</td><td>0.04</td><td>0.09</td><td>0.04</td><td>0.12</td><td>0.09</td><td>0.12</td><td>0.05</td><td>0.25</td><td>0.16</td><td>0.27</td><td>0.18</td><td>0.22</td><td>0.23</td><td>0.21</td></tr><tr><td>ptt11r</td><td>0.10</td><td>0.20</td><td>0.11</td><td>0.13</td><td>0.19</td><td>0.15</td><td>0.09</td><td>0.26</td><td>0.20</td><td>0.24</td><td>0.20</td><td>0.24</td><td>0.21</td><td>0.23</td></tr><tr><td>ptt12r</td><td>0.04</td><td>0.10</td><td>0.03</td><td>0.09</td><td>0.10</td><td>0.09</td><td>0.05</td><td>0.22</td><td>0.15</td><td>0.26</td><td>0.19</td><td>0.23</td><td>0.16</td><td>0.15</td></tr><tr><td>ptt13r</td><td>−0.02</td><td>0.02</td><td>−0.02</td><td>0.03</td><td>0.02</td><td>0.26</td><td>0.06</td><td>0.14</td><td>0.18</td><td>0.14</td><td>0.14</td><td>0.08</td><td>0.19</td><td>0.16</td></tr><tr><td>ptt14r</td><td>−0.01</td><td>0.10</td><td>−0.02</td><td>0.12</td><td>0.07</td><td>0.26</td><td>0.02</td><td>0.23</td><td>0.20</td><td>0.19</td><td>0.22</td><td>0.21</td><td>0.24</td><td>0.22</td></tr><tr><td>ptt15r</td><td>0.01</td><td>0.07</td><td>−0.03</td><td>0.12</td><td>0.03</td><td>0.13</td><td>0.04</td><td>0.26</td><td>0.15</td><td>0.18</td><td>0.22</td><td>0.14</td><td>0.22</td><td>0.18</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th /><th>cta16</th><th>cta19</th><th>cta20</th><th>cta22</th><th>cta23</th><th>cta24</th><th>cta26</th><th>cta27</th><th>ptt3</th><th>ptt4</th><th>ptt5</th><th>ptt6</th><th>ptt8</th><th>ptt9</th><th>ptt16</th></tr></thead><tbody valign="top"><tr><td>perf4</td><td>0.18</td><td>0.02</td><td>0.04</td><td>0.01</td><td>0.03</td><td>0.09</td><td>−0.05</td><td>0.06</td><td>0.00</td><td>0.19</td><td>0.14</td><td>0.10</td><td>0.07</td><td>0.00</td><td>0.02</td></tr><tr><td>perf6</td><td>0.15</td><td>0.00</td><td>−0.10</td><td>−0.11</td><td>−0.11</td><td>−0.05</td><td>−0.13</td><td>−0.03</td><td>−0.08</td><td>0.09</td><td>0.12</td><td>0.08</td><td>−0.05</td><td>−0.17</td><td>−0.15</td></tr><tr><td>perf12</td><td>0.22</td><td>−0.03</td><td>0.00</td><td>−0.09</td><td>−0.14</td><td>−0.04</td><td>−0.18</td><td>−0.01</td><td>−0.09</td><td>0.07</td><td>0.11</td><td>0.02</td><td>−0.07</td><td>−0.16</td><td>−0.17</td></tr><tr><td>perf16</td><td>0.13</td><td>−0.19</td><td>−0.15</td><td>−0.09</td><td>−0.16</td><td>−0.02</td><td>−0.23</td><td>−0.18</td><td>−0.11</td><td>0.01</td><td>0.04</td><td>−0.08</td><td>−0.18</td><td>−0.26</td><td>−0.26</td></tr><tr><td>perf19</td><td>0.26</td><td>0.01</td><td>0.04</td><td>−0.04</td><td>−0.07</td><td>0.01</td><td>−0.13</td><td>0.02</td><td>−0.03</td><td>0.18</td><td>0.19</td><td>0.14</td><td>−0.07</td><td>−0.04</td><td>−0.06</td></tr><tr><td>perf24</td><td>0.19</td><td>−0.01</td><td>−0.01</td><td>−0.05</td><td>−0.07</td><td>0.02</td><td>−0.09</td><td>0.01</td><td>−0.02</td><td>0.13</td><td>0.05</td><td>0.05</td><td>−0.02</td><td>−0.01</td><td>−0.06</td></tr><tr><td>perf30</td><td>0.27</td><td>0.03</td><td>0.04</td><td>−0.02</td><td>−0.06</td><td>0.08</td><td>−0.12</td><td>−0.01</td><td>−0.02</td><td>0.12</td><td>0.10</td><td>0.08</td><td>−0.09</td><td>−0.09</td><td>−0.10</td></tr><tr><td>study1</td><td>0.17</td><td>−0.03</td><td>−0.09</td><td>−0.01</td><td>−0.07</td><td>0.08</td><td>−0.05</td><td>0.02</td><td>−0.17</td><td>0.06</td><td>0.04</td><td>−0.06</td><td>−0.12</td><td>−0.17</td><td>−0.18</td></tr><tr><td>study2</td><td>0.07</td><td>0.00</td><td>−0.07</td><td>−0.03</td><td>−0.11</td><td>0.01</td><td>−0.09</td><td>−0.05</td><td>−0.17</td><td>0.03</td><td>−0.02</td><td>−0.04</td><td>−0.08</td><td>−0.15</td><td>−0.17</td></tr><tr><td>study5</td><td>−0.01</td><td>−0.09</td><td>−0.24</td><td>−0.20</td><td>−0.28</td><td>−0.07</td><td>−0.24</td><td>−0.17</td><td>−0.29</td><td>−0.03</td><td>−0.02</td><td>−0.09</td><td>−0.10</td><td>−0.18</td><td>−0.27</td></tr><tr><td>study6</td><td>0.04</td><td>−0.05</td><td>−0.13</td><td>−0.06</td><td>−0.11</td><td>0.06</td><td>−0.14</td><td>−0.06</td><td>−0.19</td><td>−0.03</td><td>−0.03</td><td>−0.07</td><td>−0.07</td><td>−0.17</td><td>−0.10</td></tr><tr><td>study7</td><td>0.12</td><td>−0.12</td><td>−0.12</td><td>−0.10</td><td>−0.17</td><td>−0.01</td><td>−0.24</td><td>−0.11</td><td>−0.19</td><td>0.02</td><td>0.02</td><td>−0.04</td><td>−0.07</td><td>−0.18</td><td>−0.20</td></tr><tr><td>study10</td><td>0.09</td><td>−0.05</td><td>−0.12</td><td>−0.15</td><td>−0.11</td><td>−0.04</td><td>−0.10</td><td>−0.08</td><td>−0.18</td><td>0.01</td><td>−0.05</td><td>−0.03</td><td>−0.11</td><td>−0.20</td><td>−0.21</td></tr><tr><td>study11</td><td>−0.03</td><td>−0.10</td><td>−0.18</td><td>−0.21</td><td>−0.24</td><td>−0.05</td><td>−0.21</td><td>−0.15</td><td>−0.26</td><td>−0.08</td><td>−0.10</td><td>−0.11</td><td>−0.15</td><td>−0.20</td><td>−0.30</td></tr><tr><td>study17</td><td>−0.07</td><td>−0.09</td><td>−0.01</td><td>−0.13</td><td>−0.20</td><td>−0.07</td><td>−0.15</td><td>−0.13</td><td>0.00</td><td>0.03</td><td>−0.05</td><td>−0.09</td><td>−0.02</td><td>−0.02</td><td>−0.04</td></tr><tr><td>study18</td><td>0.01</td><td>−0.08</td><td>−0.09</td><td>−0.14</td><td>−0.15</td><td>−0.02</td><td>−0.14</td><td>−0.11</td><td>−0.09</td><td>0.01</td><td>−0.01</td><td>0.00</td><td>−0.02</td><td>−0.14</td><td>−0.16</td></tr><tr><td>perf9</td><td>0.17</td><td>0.17</td><td>0.18</td><td>0.05</td><td>0.11</td><td>0.15</td><td>0.13</td><td>0.22</td><td>0.09</td><td>0.17</td><td>0.17</td><td>0.25</td><td>0.12</td><td>0.20</td><td>0.12</td></tr><tr><td>perf10</td><td>0.15</td><td>0.13</td><td>0.13</td><td>0.01</td><td>0.12</td><td>0.14</td><td>0.09</td><td>0.11</td><td>0.10</td><td>0.17</td><td>0.18</td><td>0.25</td><td>0.04</td><td>0.13</td><td>0.06</td></tr><tr><td>perf13</td><td>0.22</td><td>0.22</td><td>0.24</td><td>0.19</td><td>0.24</td><td>0.18</td><td>0.18</td><td>0.25</td><td>0.17</td><td>0.18</td><td>0.24</td><td>0.28</td><td>0.11</td><td>0.21</td><td>0.07</td></tr><tr><td>perf14</td><td>0.27</td><td>0.24</td><td>0.23</td><td>0.13</td><td>0.16</td><td>0.18</td><td>0.13</td><td>0.23</td><td>0.16</td><td>0.18</td><td>0.21</td><td>0.27</td><td>0.13</td><td>0.20</td><td>0.14</td></tr><tr><td>perf18</td><td>0.18</td><td>0.14</td><td>0.13</td><td>0.11</td><td>0.07</td><td>0.06</td><td>0.06</td><td>0.13</td><td>0.09</td><td>0.17</td><td>0.14</td><td>0.18</td><td>0.05</td><td>0.08</td><td>0.08</td></tr><tr><td>perf21</td><td>0.16</td><td>0.17</td><td>0.22</td><td>0.16</td><td>0.17</td><td>0.17</td><td>0.16</td><td>0.16</td><td>0.22</td><td>0.23</td><td>0.13</td><td>0.30</td><td>0.11</td><td>0.24</td><td>0.14</td></tr><tr><td>perf21.1</td><td>0.16</td><td>0.17</td><td>0.22</td><td>0.16</td><td>0.17</td><td>0.17</td><td>0.16</td><td>0.16</td><td>0.22</td><td>0.23</td><td>0.13</td><td>0.30</td><td>0.11</td><td>0.24</td><td>0.14</td></tr><tr><td>perf23</td><td>0.14</td><td>0.15</td><td>0.16</td><td>0.13</td><td>0.18</td><td>0.19</td><td>0.17</td><td>0.19</td><td>0.14</td><td>0.19</td><td>0.11</td><td>0.20</td><td>0.14</td><td>0.22</td><td>0.10</td></tr><tr><td>perf25</td><td>0.13</td><td>0.14</td><td>0.19</td><td>0.04</td><td>0.08</td><td>0.12</td><td>0.07</td><td>0.19</td><td>0.22</td><td>0.21</td><td>0.16</td><td>0.26</td><td>0.14</td><td>0.21</td><td>0.14</td></tr><tr><td>perf34</td><td>0.10</td><td>0.18</td><td>0.20</td><td>0.11</td><td>0.18</td><td>0.17</td><td>0.17</td><td>0.16</td><td>0.19</td><td>0.14</td><td>0.12</td><td>0.18</td><td>0.05</td><td>0.20</td><td>0.14</td></tr><tr><td>perf17</td><td>0.23</td><td>0.19</td><td>0.20</td><td>0.20</td><td>0.23</td><td>0.18</td><td>0.20</td><td>0.27</td><td>0.22</td><td>0.25</td><td>0.18</td><td>0.26</td><td>0.18</td><td>0.18</td><td>0.16</td></tr><tr><td>perf32</td><td>0.22</td><td>0.25</td><td>0.20</td><td>0.24</td><td>0.28</td><td>0.20</td><td>0.26</td><td>0.28</td><td>0.13</td><td>0.14</td><td>0.17</td><td>0.17</td><td>0.21</td><td>0.14</td><td>0.18</td></tr><tr><td>perf33</td><td>0.20</td><td>0.21</td><td>0.22</td><td>0.20</td><td>0.25</td><td>0.15</td><td>0.23</td><td>0.29</td><td>0.25</td><td>0.27</td><td>0.22</td><td>0.29</td><td>0.20</td><td>0.20</td><td>0.31</td></tr><tr><td>perf28</td><td>0.24</td><td>0.23</td><td>0.24</td><td>0.21</td><td>0.25</td><td>0.31</td><td>0.23</td><td>0.32</td><td>0.14</td><td>0.18</td><td>0.11</td><td>0.23</td><td>0.14</td><td>0.22</td><td>0.19</td></tr><tr><td>cta1</td><td>0.46</td><td>0.24</td><td>0.33</td><td>0.33</td><td>0.38</td><td>0.39</td><td>0.31</td><td>0.38</td><td>0.21</td><td>0.16</td><td>0.20</td><td>0.41</td><td>0.15</td><td>0.23</td><td>0.13</td></tr><tr><td>cta2</td><td>0.32</td><td>0.29</td><td>0.31</td><td>0.35</td><td>0.32</td><td>0.24</td><td>0.28</td><td>0.36</td><td>0.15</td><td>0.09</td><td>0.11</td><td>0.21</td><td>0.09</td><td>0.20</td><td>0.10</td></tr><tr><td>cta4</td><td>0.40</td><td>0.44</td><td>0.46</td><td>0.57</td><td>0.64</td><td>0.52</td><td>0.58</td><td>0.60</td><td>0.32</td><td>0.09</td><td>0.09</td><td>0.33</td><td>0.15</td><td>0.27</td><td>0.27</td></tr><tr><td>cta6</td><td>0.38</td><td>0.42</td><td>0.47</td><td>0.42</td><td>0.43</td><td>0.39</td><td>0.43</td><td>0.44</td><td>0.24</td><td>0.20</td><td>0.24</td><td>0.32</td><td>0.06</td><td>0.25</td><td>0.17</td></tr><tr><td>cta7</td><td>0.46</td><td>0.43</td><td>0.48</td><td>0.49</td><td>0.54</td><td>0.60</td><td>0.47</td><td>0.54</td><td>0.30</td><td>0.16</td><td>0.17</td><td>0.37</td><td>0.10</td><td>0.28</td><td>0.22</td></tr><tr><td>cta11</td><td>0.39</td><td>0.40</td><td>0.50</td><td>0.51</td><td>0.53</td><td>0.52</td><td>0.49</td><td>0.54</td><td>0.26</td><td>0.13</td><td>0.12</td><td>0.33</td><td>0.13</td><td>0.31</td><td>0.24</td></tr><tr><td>cta12</td><td>0.32</td><td>0.44</td><td>0.42</td><td>0.37</td><td>0.43</td><td>0.34</td><td>0.35</td><td>0.44</td><td>0.27</td><td>0.10</td><td>0.10</td><td>0.24</td><td>0.15</td><td>0.31</td><td>0.23</td></tr><tr><td>cta14</td><td>0.45</td><td>0.47</td><td>0.48</td><td>0.51</td><td>0.53</td><td>0.54</td><td>0.49</td><td>0.61</td><td>0.30</td><td>0.16</td><td>0.19</td><td>0.35</td><td>0.12</td><td>0.27</td><td>0.23</td></tr><tr><td>cta15</td><td>0.44</td><td>0.39</td><td>0.42</td><td>0.43</td><td>0.37</td><td>0.29</td><td>0.39</td><td>0.42</td><td>0.22</td><td>0.14</td><td>0.19</td><td>0.25</td><td>0.11</td><td>0.25</td><td>0.16</td></tr><tr><td>cta16</td><td>1.00</td><td>0.31</td><td>0.32</td><td>0.33</td><td>0.31</td><td>0.41</td><td>0.25</td><td>0.41</td><td>0.18</td><td>0.16</td><td>0.20</td><td>0.37</td><td>0.03</td><td>0.14</td><td>0.11</td></tr><tr><td>cta19</td><td>0.31</td><td>1.00</td><td>0.46</td><td>0.40</td><td>0.43</td><td>0.35</td><td>0.40</td><td>0.47</td><td>0.22</td><td>0.08</td><td>0.15</td><td>0.20</td><td>0.08</td><td>0.20</td><td>0.20</td></tr><tr><td>cta20</td><td>0.32</td><td>0.46</td><td>1.00</td><td>0.49</td><td>0.43</td><td>0.37</td><td>0.43</td><td>0.48</td><td>0.34</td><td>0.18</td><td>0.17</td><td>0.31</td><td>0.12</td><td>0.37</td><td>0.20</td></tr><tr><td>cta22</td><td>0.33</td><td>0.40</td><td>0.49</td><td>1.00</td><td>0.73</td><td>0.45</td><td>0.68</td><td>0.55</td><td>0.34</td><td>0.19</td><td>0.16</td><td>0.24</td><td>0.12</td><td>0.35</td><td>0.24</td></tr><tr><td>cta23</td><td>0.31</td><td>0.43</td><td>0.43</td><td>0.73</td><td>1.00</td><td>0.50</td><td>0.76</td><td>0.55</td><td>0.35</td><td>0.17</td><td>0.15</td><td>0.29</td><td>0.18</td><td>0.32</td><td>0.25</td></tr><tr><td>cta24</td><td>0.41</td><td>0.35</td><td>0.37</td><td>0.45</td><td>0.50</td><td>1.00</td><td>0.42</td><td>0.49</td><td>0.17</td><td>0.06</td><td>0.09</td><td>0.23</td><td>0.02</td><td>0.18</td><td>0.16</td></tr><tr><td>cta26</td><td>0.25</td><td>0.40</td><td>0.43</td><td>0.68</td><td>0.76</td><td>0.42</td><td>1.00</td><td>0.60</td><td>0.30</td><td>0.13</td><td>0.15</td><td>0.25</td><td>0.20</td><td>0.39</td><td>0.24</td></tr><tr><td>cta27</td><td>0.41</td><td>0.47</td><td>0.48</td><td>0.55</td><td>0.55</td><td>0.49</td><td>0.60</td><td>1.00</td><td>0.30</td><td>0.19</td><td>0.21</td><td>0.33</td><td>0.15</td><td>0.28</td><td>0.27</td></tr><tr><td>ptt3</td><td>0.18</td><td>0.22</td><td>0.34</td><td>0.34</td><td>0.35</td><td>0.17</td><td>0.30</td><td>0.30</td><td>1.00</td><td>0.27</td><td>0.25</td><td>0.51</td><td>0.28</td><td>0.57</td><td>0.45</td></tr><tr><td>ptt4</td><td>0.16</td><td>0.08</td><td>0.18</td><td>0.19</td><td>0.17</td><td>0.06</td><td>0.13</td><td>0.19</td><td>0.27</td><td>1.00</td><td>0.42</td><td>0.36</td><td>0.07</td><td>0.23</td><td>0.12</td></tr><tr><td>ptt5</td><td>0.20</td><td>0.15</td><td>0.17</td><td>0.16</td><td>0.15</td><td>0.09</td><td>0.15</td><td>0.21</td><td>0.25</td><td>0.42</td><td>1.00</td><td>0.43</td><td>0.08</td><td>0.17</td><td>0.13</td></tr><tr><td>ptt6</td><td>0.37</td><td>0.20</td><td>0.31</td><td>0.24</td><td>0.29</td><td>0.23</td><td>0.25</td><td>0.33</td><td>0.51</td><td>0.36</td><td>0.43</td><td>1.00</td><td>0.20</td><td>0.46</td><td>0.39</td></tr><tr><td>ptt8</td><td>0.03</td><td>0.08</td><td>0.12</td><td>0.12</td><td>0.18</td><td>0.02</td><td>0.20</td><td>0.15</td><td>0.28</td><td>0.07</td><td>0.08</td><td>0.20</td><td>1.00</td><td>0.40</td><td>0.33</td></tr><tr><td>ptt9</td><td>0.14</td><td>0.20</td><td>0.37</td><td>0.35</td><td>0.32</td><td>0.18</td><td>0.39</td><td>0.28</td><td>0.57</td><td>0.23</td><td>0.17</td><td>0.46</td><td>0.40</td><td>1.00</td><td>0.49</td></tr><tr><td>ptt16</td><td>0.11</td><td>0.20</td><td>0.20</td><td>0.24</td><td>0.25</td><td>0.16</td><td>0.24</td><td>0.27</td><td>0.45</td><td>0.12</td><td>0.13</td><td>0.39</td><td>0.33</td><td>0.49</td><td>1.00</td></tr><tr><td>ptt17</td><td>0.02</td><td>0.15</td><td>0.21</td><td>0.19</td><td>0.16</td><td>0.09</td><td>0.23</td><td>0.18</td><td>0.43</td><td>0.09</td><td>0.05</td><td>0.19</td><td>0.44</td><td>0.49</td><td>0.38</td></tr><tr><td>ptt18</td><td>0.22</td><td>0.11</td><td>0.20</td><td>0.17</td><td>0.16</td><td>0.09</td><td>0.14</td><td>0.21</td><td>0.58</td><td>0.31</td><td>0.28</td><td>0.61</td><td>0.28</td><td>0.48</td><td>0.39</td></tr><tr><td>ptt1r</td><td>0.09</td><td>0.04</td><td>0.09</td><td>0.08</td><td>0.14</td><td>0.03</td><td>0.10</td><td>0.12</td><td>0.21</td><td>0.12</td><td>0.09</td><td>0.34</td><td>0.15</td><td>0.23</td><td>0.18</td></tr><tr><td>ptt2r</td><td>0.08</td><td>0.04</td><td>0.17</td><td>0.07</td><td>0.09</td><td>0.03</td><td>0.09</td><td>0.15</td><td>0.27</td><td>0.32</td><td>0.33</td><td>0.30</td><td>0.17</td><td>0.19</td><td>0.12</td></tr><tr><td>ptt7r</td><td>−0.01</td><td>0.10</td><td>0.09</td><td>0.14</td><td>0.12</td><td>0.13</td><td>0.11</td><td>0.09</td><td>0.16</td><td>0.09</td><td>0.04</td><td>0.07</td><td>0.21</td><td>0.27</td><td>0.15</td></tr><tr><td>ptt10r</td><td>0.17</td><td>0.13</td><td>0.18</td><td>0.18</td><td>0.23</td><td>0.14</td><td>0.26</td><td>0.20</td><td>0.22</td><td>0.06</td><td>0.15</td><td>0.28</td><td>0.08</td><td>0.24</td><td>0.12</td></tr><tr><td>ptt11r</td><td>0.15</td><td>0.18</td><td>0.24</td><td>0.24</td><td>0.24</td><td>0.16</td><td>0.23</td><td>0.20</td><td>0.30</td><td>0.16</td><td>0.11</td><td>0.32</td><td>0.21</td><td>0.44</td><td>0.29</td></tr><tr><td>ptt12r</td><td>0.13</td><td>0.10</td><td>0.12</td><td>0.15</td><td>0.22</td><td>0.19</td><td>0.16</td><td>0.11</td><td>0.15</td><td>0.07</td><td>0.08</td><td>0.21</td><td>0.17</td><td>0.26</td><td>0.15</td></tr><tr><td>ptt13r</td><td>0.26</td><td>0.04</td><td>0.12</td><td>0.07</td><td>0.13</td><td>0.13</td><td>0.08</td><td>0.17</td><td>0.17</td><td>0.20</td><td>0.28</td><td>0.46</td><td>0.01</td><td>0.07</td><td>0.05</td></tr><tr><td>ptt14r</td><td>0.30</td><td>0.07</td><td>0.18</td><td>0.17</td><td>0.23</td><td>0.20</td><td>0.15</td><td>0.19</td><td>0.30</td><td>0.26</td><td>0.36</td><td>0.53</td><td>0.15</td><td>0.27</td><td>0.18</td></tr><tr><td>ptt15r</td><td>0.20</td><td>0.12</td><td>0.20</td><td>0.14</td><td>0.19</td><td>0.15</td><td>0.17</td><td>0.21</td><td>0.27</td><td>0.14</td><td>0.24</td><td>0.41</td><td>0.07</td><td>0.20</td><td>0.20</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th /><th>ptt17</th><th>ptt18</th><th>ptt1r</th><th>ptt2r</th><th>ptt7r</th><th>ptt10r</th><th>ptt11r</th><th>ptt12r</th><th>ptt13r</th><th>ptt14r</th><th>ptt15r</th><th /><th /><th /><th /></tr></thead><tbody valign="top"><tr><td>perf4</td><td>0.04</td><td>0.05</td><td>0.04</td><td>0.11</td><td>−0.04</td><td>−0.03</td><td>0.03</td><td>0.04</td><td>−0.01</td><td>0.05</td><td>0.00</td><td /><td /><td /><td /></tr><tr><td>perf6</td><td>−0.16</td><td>−0.09</td><td>−0.09</td><td>0.08</td><td>−0.05</td><td>−0.08</td><td>−0.07</td><td>−0.08</td><td>0.08</td><td>0.00</td><td>−0.04</td><td /><td /><td /><td /></tr><tr><td>perf12</td><td>−0.15</td><td>−0.02</td><td>−0.01</td><td>0.08</td><td>−0.06</td><td>−0.13</td><td>−0.06</td><td>−0.01</td><td>0.08</td><td>0.05</td><td>−0.01</td><td /><td /><td /><td /></tr><tr><td>perf16</td><td>−0.30</td><td>−0.07</td><td>−0.01</td><td>0.04</td><td>−0.15</td><td>−0.13</td><td>−0.14</td><td>−0.08</td><td>0.11</td><td>−0.01</td><td>−0.02</td><td /><td /><td /><td /></tr><tr><td>perf19</td><td>−0.10</td><td>0.07</td><td>0.05</td><td>0.12</td><td>−0.02</td><td>−0.04</td><td>0.00</td><td>0.01</td><td>0.14</td><td>0.11</td><td>0.08</td><td /><td /><td /><td /></tr><tr><td>perf24</td><td>−0.07</td><td>0.05</td><td>0.09</td><td>0.12</td><td>0.05</td><td>−0.15</td><td>0.01</td><td>−0.01</td><td>0.02</td><td>0.00</td><td>−0.05</td><td /><td /><td /><td /></tr><tr><td>perf30</td><td>−0.13</td><td>0.05</td><td>0.09</td><td>0.09</td><td>−0.03</td><td>−0.15</td><td>−0.04</td><td>−0.04</td><td>0.06</td><td>0.11</td><td>0.04</td><td /><td /><td /><td /></tr><tr><td>study1</td><td>−0.22</td><td>−0.11</td><td>−0.02</td><td>0.00</td><td>0.00</td><td>−0.04</td><td>−0.01</td><td>0.01</td><td>0.11</td><td>0.01</td><td>−0.06</td><td /><td /><td /><td /></tr><tr><td>study2</td><td>−0.20</td><td>−0.13</td><td>−0.06</td><td>0.03</td><td>−0.03</td><td>−0.08</td><td>−0.04</td><td>−0.01</td><td>0.03</td><td>−0.03</td><td>−0.07</td><td /><td /><td /><td /></tr><tr><td>study5</td><td>−0.18</td><td>−0.11</td><td>−0.01</td><td>0.02</td><td>0.01</td><td>−0.09</td><td>−0.06</td><td>−0.02</td><td>0.02</td><td>−0.02</td><td>−0.12</td><td /><td /><td /><td /></tr><tr><td>study6</td><td>−0.12</td><td>−0.08</td><td>0.00</td><td>0.02</td><td>−0.02</td><td>−0.02</td><td>−0.02</td><td>0.04</td><td>0.09</td><td>0.01</td><td>−0.03</td><td /><td /><td /><td /></tr><tr><td>study7</td><td>−0.17</td><td>−0.03</td><td>−0.01</td><td>0.07</td><td>−0.02</td><td>−0.05</td><td>−0.04</td><td>0.03</td><td>0.07</td><td>−0.04</td><td>−0.03</td><td /><td /><td /><td /></tr><tr><td>study10</td><td>−0.22</td><td>−0.10</td><td>0.00</td><td>−0.03</td><td>−0.07</td><td>−0.03</td><td>−0.08</td><td>0.01</td><td>0.10</td><td>0.03</td><td>−0.03</td><td /><td /><td /><td /></tr><tr><td>study11</td><td>−0.26</td><td>−0.16</td><td>0.00</td><td>−0.08</td><td>−0.05</td><td>−0.01</td><td>−0.04</td><td>0.00</td><td>0.01</td><td>−0.07</td><td>−0.14</td><td /><td /><td /><td /></tr><tr><td>study17</td><td>0.04</td><td>0.02</td><td>0.02</td><td>0.06</td><td>0.06</td><td>−0.06</td><td>0.05</td><td>0.02</td><td>0.02</td><td>0.03</td><td>0.00</td><td /><td /><td /><td /></tr><tr><td>study18</td><td>−0.09</td><td>−0.03</td><td>0.05</td><td>0.11</td><td>0.05</td><td>−0.06</td><td>0.01</td><td>0.03</td><td>0.07</td><td>0.03</td><td>0.07</td><td /><td /><td /><td /></tr><tr><td>perf9</td><td>0.08</td><td>0.10</td><td>0.09</td><td>0.06</td><td>−0.02</td><td>0.13</td><td>0.13</td><td>0.10</td><td>0.04</td><td>0.05</td><td>0.12</td><td /><td /><td /><td /></tr><tr><td>perf10</td><td>0.07</td><td>0.06</td><td>−0.03</td><td>0.03</td><td>−0.10</td><td>0.01</td><td>0.07</td><td>0.05</td><td>0.05</td><td>0.11</td><td>0.04</td><td /><td /><td /><td 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/></tr><tr><td>perf23</td><td>0.14</td><td>0.05</td><td>0.05</td><td>0.00</td><td>0.07</td><td>0.10</td><td>0.15</td><td>0.13</td><td>−0.07</td><td>0.03</td><td>0.04</td><td /><td /><td /><td /></tr><tr><td>perf25</td><td>0.11</td><td>0.13</td><td>0.04</td><td>0.09</td><td>0.04</td><td>0.07</td><td>0.10</td><td>0.04</td><td>0.00</td><td>0.09</td><td>0.09</td><td /><td /><td /><td /></tr><tr><td>perf34</td><td>0.11</td><td>0.01</td><td>−0.01</td><td>0.02</td><td>0.01</td><td>0.04</td><td>0.10</td><td>0.04</td><td>−0.02</td><td>−0.01</td><td>0.01</td><td /><td /><td /><td /></tr><tr><td>perf17</td><td>0.12</td><td>0.14</td><td>0.07</td><td>0.00</td><td>0.14</td><td>0.09</td><td>0.20</td><td>0.10</td><td>0.02</td><td>0.10</td><td>0.07</td><td /><td /><td /><td /></tr><tr><td>perf32</td><td>0.15</td><td>−0.01</td><td>−0.05</td><td>−0.02</td><td>0.06</td><td>0.04</td><td>0.11</td><td>0.03</td><td>−0.02</td><td>−0.02</td><td>−0.03</td><td /><td /><td /><td /></tr><tr><td>perf33</td><td>0.15</td><td>0.18</td><td>0.11</td><td>0.09</td><td>0.11</td><td>0.12</td><td>0.13</td><td>0.09</td><td>0.03</td><td>0.12</td><td>0.12</td><td /><td /><td /><td /></tr><tr><td>perf28</td><td>0.17</td><td>0.09</td><td>0.00</td><td>−0.04</td><td>0.08</td><td>0.09</td><td>0.19</td><td>0.10</td><td>0.02</td><td>0.07</td><td>0.03</td><td /><td /><td /><td /></tr><tr><td>cta1</td><td>0.05</td><td>0.20</td><td>0.13</td><td>0.12</td><td>0.02</td><td>0.12</td><td>0.15</td><td>0.09</td><td>0.26</td><td>0.26</td><td>0.13</td><td /><td /><td /><td /></tr><tr><td>cta2</td><td>0.06</td><td>0.08</td><td>0.03</td><td>0.05</td><td>−0.04</td><td>0.05</td><td>0.09</td><td>0.05</td><td>0.06</td><td>0.02</td><td>0.04</td><td /><td /><td /><td /></tr><tr><td>cta4</td><td>0.20</td><td>0.23</td><td>0.14</td><td>0.05</td><td>0.06</td><td>0.25</td><td>0.26</td><td>0.22</td><td>0.14</td><td>0.23</td><td>0.26</td><td /><td /><td /><td /></tr><tr><td>cta6</td><td>0.14</td><td>0.16</td><td>0.06</td><td>0.09</td><td>0.00</td><td>0.16</td><td>0.20</td><td>0.15</td><td>0.18</td><td>0.20</td><td>0.15</td><td /><td /><td /><td /></tr><tr><td>cta7</td><td>0.13</td><td>0.20</td><td>0.12</td><td>0.12</td><td>0.13</td><td>0.27</td><td>0.24</td><td>0.26</td><td>0.14</td><td>0.19</td><td>0.18</td><td /><td /><td /><td /></tr><tr><td>cta11</td><td>0.20</td><td>0.21</td><td>0.12</td><td>0.10</td><td>0.08</td><td>0.18</td><td>0.20</td><td>0.19</td><td>0.14</td><td>0.22</td><td>0.22</td><td /><td /><td /><td /></tr><tr><td>cta12</td><td>0.17</td><td>0.18</td><td>0.13</td><td>0.03</td><td>0.10</td><td>0.22</td><td>0.24</td><td>0.23</td><td>0.08</td><td>0.21</td><td>0.14</td><td /><td /><td /><td /></tr><tr><td>cta14</td><td>0.16</td><td>0.24</td><td>0.14</td><td>0.11</td><td>0.07</td><td>0.23</td><td>0.21</td><td>0.16</td><td>0.19</td><td>0.24</td><td>0.22</td><td /><td /><td /><td /></tr><tr><td>cta15</td><td>0.17</td><td>0.18</td><td>0.12</td><td>0.14</td><td>0.16</td><td>0.21</td><td>0.23</td><td>0.15</td><td>0.16</td><td>0.22</td><td>0.18</td><td /><td /><td /><td /></tr><tr><td>cta16</td><td>0.02</td><td>0.22</td><td>0.09</td><td>0.08</td><td>−0.01</td><td>0.17</td><td>0.15</td><td>0.13</td><td>0.26</td><td>0.30</td><td>0.20</td><td /><td /><td /><td /></tr><tr><td>cta19</td><td>0.15</td><td>0.11</td><td>0.04</td><td>0.04</td><td>0.10</td><td>0.13</td><td>0.18</td><td>0.10</td><td>0.04</td><td>0.07</td><td>0.12</td><td /><td /><td /><td /></tr><tr><td>cta20</td><td>0.21</td><td>0.20</td><td>0.09</td><td>0.17</td><td>0.09</td><td>0.18</td><td>0.24</td><td>0.12</td><td>0.12</td><td>0.18</td><td>0.20</td><td /><td /><td /><td /></tr><tr><td>cta22</td><td>0.19</td><td>0.17</td><td>0.08</td><td>0.07</td><td>0.14</td><td>0.18</td><td>0.24</td><td>0.15</td><td>0.07</td><td>0.17</td><td>0.14</td><td /><td /><td /><td /></tr><tr><td>cta23</td><td>0.16</td><td>0.16</td><td>0.14</td><td>0.09</td><td>0.12</td><td>0.23</td><td>0.24</td><td>0.22</td><td>0.13</td><td>0.23</td><td>0.19</td><td /><td /><td /><td /></tr><tr><td>cta24</td><td>0.09</td><td>0.09</td><td>0.03</td><td>0.03</td><td>0.13</td><td>0.14</td><td>0.16</td><td>0.19</td><td>0.13</td><td>0.20</td><td>0.15</td><td /><td /><td /><td /></tr><tr><td>cta26</td><td>0.23</td><td>0.14</td><td>0.10</td><td>0.09</td><td>0.11</td><td>0.26</td><td>0.23</td><td>0.16</td><td>0.08</td><td>0.15</td><td>0.17</td><td /><td /><td /><td /></tr><tr><td>cta27</td><td>0.18</td><td>0.21</td><td>0.12</td><td>0.15</td><td>0.09</td><td>0.20</td><td>0.20</td><td>0.11</td><td>0.17</td><td>0.19</td><td>0.21</td><td /><td /><td /><td /></tr><tr><td>ptt3</td><td>0.43</td><td>0.58</td><td>0.21</td><td>0.27</td><td>0.16</td><td>0.22</td><td>0.30</td><td>0.15</td><td>0.17</td><td>0.30</td><td>0.27</td><td /><td /><td /><td /></tr><tr><td>ptt4</td><td>0.09</td><td>0.31</td><td>0.12</td><td>0.32</td><td>0.09</td><td>0.06</td><td>0.16</td><td>0.07</td><td>0.20</td><td>0.26</td><td>0.14</td><td /><td /><td /><td /></tr><tr><td>ptt5</td><td>0.05</td><td>0.28</td><td>0.09</td><td>0.33</td><td>0.04</td><td>0.15</td><td>0.11</td><td>0.08</td><td>0.28</td><td>0.36</td><td>0.24</td><td /><td /><td /><td /></tr><tr><td>ptt6</td><td>0.19</td><td>0.61</td><td>0.34</td><td>0.30</td><td>0.07</td><td>0.28</td><td>0.32</td><td>0.21</td><td>0.46</td><td>0.53</td><td>0.41</td><td /><td /><td /><td /></tr><tr><td>ptt8</td><td>0.44</td><td>0.28</td><td>0.15</td><td>0.17</td><td>0.21</td><td>0.08</td><td>0.21</td><td>0.17</td><td>0.01</td><td>0.15</td><td>0.07</td><td /><td /><td /><td /></tr><tr><td>ptt9</td><td>0.49</td><td>0.48</td><td>0.23</td><td>0.19</td><td>0.27</td><td>0.24</td><td>0.44</td><td>0.26</td><td>0.07</td><td>0.27</td><td>0.20</td><td /><td /><td /><td /></tr><tr><td>ptt16</td><td>0.38</td><td>0.39</td><td>0.18</td><td>0.12</td><td>0.15</td><td>0.12</td><td>0.29</td><td>0.15</td><td>0.05</td><td>0.18</td><td>0.20</td><td /><td /><td /><td /></tr><tr><td>ptt17</td><td>1.00</td><td>0.34</td><td>0.05</td><td>0.14</td><td>0.24</td><td>0.11</td><td>0.21</td><td>0.10</td><td>−0.08</td><td>0.11</td><td>0.06</td><td /><td /><td /><td /></tr><tr><td>ptt18</td><td>0.34</td><td>1.00</td><td>0.45</td><td>0.40</td><td>0.16</td><td>0.18</td><td>0.26</td><td>0.16</td><td>0.35</td><td>0.49</td><td>0.38</td><td /><td /><td /><td /></tr><tr><td>ptt1r</td><td>0.05</td><td>0.45</td><td>1.00</td><td>0.33</td><td>0.18</td><td>0.20</td><td>0.31</td><td>0.32</td><td>0.32</td><td>0.40</td><td>0.37</td><td /><td /><td /><td /></tr><tr><td>ptt2r</td><td>0.14</td><td>0.40</td><td>0.33</td><td>1.00</td><td>0.21</td><td>0.12</td><td>0.11</td><td>0.10</td><td>0.34</td><td>0.43</td><td>0.34</td><td /><td /><td /><td /></tr><tr><td>ptt7r</td><td>0.24</td><td>0.16</td><td>0.18</td><td>0.21</td><td>1.00</td><td>0.35</td><td>0.42</td><td>0.43</td><td>0.01</td><td>0.19</td><td>0.16</td><td /><td /><td /><td /></tr><tr><td>ptt10r</td><td>0.11</td><td>0.18</td><td>0.20</td><td>0.12</td><td>0.35</td><td>1.00</td><td>0.42</td><td>0.48</td><td>0.14</td><td>0.24</td><td>0.35</td><td /><td /><td /><td /></tr><tr><td>ptt11r</td><td>0.21</td><td>0.26</td><td>0.31</td><td>0.11</td><td>0.42</td><td>0.42</td><td>1.00</td><td>0.69</td><td>0.11</td><td>0.31</td><td>0.22</td><td /><td /><td /><td /></tr><tr><td>ptt12r</td><td>0.10</td><td>0.16</td><td>0.32</td><td>0.10</td><td>0.43</td><td>0.48</td><td>0.69</td><td>1.00</td><td>0.08</td><td>0.26</td><td>0.26</td><td /><td /><td /><td /></tr><tr><td>ptt13r</td><td>−0.08</td><td>0.35</td><td>0.32</td><td>0.34</td><td>0.01</td><td>0.14</td><td>0.11</td><td>0.08</td><td>1.00</td><td>0.55</td><td>0.42</td><td /><td /><td /><td /></tr><tr><td>ptt14r</td><td>0.11</td><td>0.49</td><td>0.40</td><td>0.43</td><td>0.19</td><td>0.24</td><td>0.31</td><td>0.26</td><td>0.55</td><td>1.00</td><td>0.56</td><td /><td /><td /><td /></tr><tr><td>ptt15r</td><td>0.06</td><td>0.38</td><td>0.37</td><td>0.34</td><td>0.16</td><td>0.35</td><td>0.22</td><td>0.26</td><td>0.42</td><td>0.56</td><td>1.00</td><td /><td /><td /><td /></tr></tbody></table> </ephtml> </p> <ref id="AN0184274954-34"> <title> References </title> <blist> <bibl id="bib1" idref="ref26" type="bt">1</bibl> <bibtext> Abdollahi, A., P. 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Items – Name: Title
  Label: Title
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  Data: Relationships between Dimensions of Perfectionism and Perceived Test Threat
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Tina+Ahmadi%22">Tina Ahmadi</searchLink><br /><searchLink fieldCode="AR" term="%22W%2E+Holmes+Finch%22">W. Holmes Finch</searchLink><br /><searchLink fieldCode="AR" term="%22C%2E+Addison+Helsper%22">C. Addison Helsper</searchLink><br /><searchLink fieldCode="AR" term="%22Jerrell+Cassady%22">Jerrell Cassady</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2025 62(5):1332-1354.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 23
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1002/pits.23397
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  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Perfectionism research has progressively supported an identification of two related dimensions, referred to as perfectionistic strivings (PS) and perfectionistic concerns (PC). Examinations of learner experiences based on these two dimensions have routinely demonstrated differential influence on academic emotions and performances, examining the constructs from either dimensional or typological approaches. The aim of this study was to determine the relationships among each dimension of perfectionism with cognitive test anxiety (CTA), self-regulated learning strategies (SRL), and learners' threat appraisals related to forthcoming tests (Perceived Test Threat or PTT). Structural equation modeling revealed that (a) CTA partially mediated the relationship between PC and PTT and (b) SRL fully mediated the inverse relationship between PS and PTT. Furthermore, generalized additive model (GAM) confirmed a positive linear relationship between PC and PTT, but revealed the relationship between PS and PTT was curvilinear. The results indicate that moderate levels of PS support more positive appraisals of academic outcomes by activating self-regulated learning tendencies. Conversely, as learners' levels of PC increased, so did their activation of test anxiety and a subsequent appraisal of tests as threatening events.
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        PageCount: 23
        StartPage: 1332
    Subjects:
      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Correlation
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      – SubjectFull: Cognitive Processes
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      – TitleFull: Relationships between Dimensions of Perfectionism and Perceived Test Threat
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