Model structure coefficients in the group of students from 4th to 6th semester
| Relationship | Structural coefficient (β) | Significance | Interpretation |
|---|---|---|---|
| Conceptions → motivation | 0.632 | p < 0.001 | Strong impact: learning conceptions continue to significantly influence motivation |
| Motivation → self-regulation | 0.279 | p < 0.001 | Moderate influence: higher than in the first-semester group, suggesting a strengthening of self-regulation over time |
| self-Regulation → processing | 0.852 | p < 0.001 | High direct impact: students with greater self-regulation exhibit deeper information processing |
| Conceptions → processing (Total effect) | 0.550 | p < 0.001 | Considerable total effect, mainly composed of indirect effects mediated by self-regulation |
| Relationship | Structural coefficient (β) | Significance | Interpretation |
|---|---|---|---|
| Conceptions → motivation | 0.632 | Strong impact: learning conceptions continue to significantly influence motivation | |
| Motivation → self-regulation | 0.279 | Moderate influence: higher than in the first-semester group, suggesting a strengthening of self-regulation over time | |
| self-Regulation → processing | 0.852 | High direct impact: students with greater self-regulation exhibit deeper information processing | |
| Conceptions → processing (Total effect) | 0.550 | Considerable total effect, mainly composed of indirect effects mediated by self-regulation |
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