Model structure coefficients in the group of students from 1st to 3rd semester
| Relationship | Structural coefficient (β) | Significance | Interpretation |
|---|---|---|---|
| Conceptions → motivation | 0.675 | p < 0.001 | Strong impact consistent with the theory, where conceptions significantly influence motivation |
| Motivation → self-regulation | 0.190 | p < 0.001 | Moderate influence: motivation has a positiveimited impact on self-regulation |
| self-Regulation → processing | 0.852 | p < 0.001 | High direct impact: students with greater learning self-regulation tend to employ deeper information processing |
| Conceptions → processing (Total effect) | 0.542 | p < 0.001 | Considerable total effect, mainly composed of indirect effects mediated by self-regulation |
| Relationship | Structural coefficient (β) | Significance | Interpretation |
|---|---|---|---|
| Conceptions → motivation | 0.675 | Strong impact consistent with the theory, where conceptions significantly influence motivation | |
| Motivation → self-regulation | 0.190 | Moderate influence: motivation has a positiveimited impact on self-regulation | |
| self-Regulation → processing | 0.852 | High direct impact: students with greater learning self-regulation tend to employ deeper information processing | |
| Conceptions → processing (Total effect) | 0.542 | Considerable total effect, mainly composed of indirect effects mediated by self-regulation |
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