Model structure coefficients in the group of students from the 7th semester and above
| Relationship | Structural coefficient (β) | Significance | Interpretation |
|---|---|---|---|
| Conceptions → motivation | 0.640 | p < 0.001 | Strong impact: learning conceptions continue to significantly influence motivation |
| Motivation → self-regulation | 0.304 | p < 0.001 | Moderate influence: the development of self-regulation continues to strengthen in this stage of education |
| self-Regulation → processing | 0.909 | p < 0.001 | High direct impact: students with greater self-regulation exhibit deeper information processing |
| Conceptions → processing (Total effect) | 0.596 | p < 0.001 | The direct relationship between conceptions and processing is not significant, but the total effect is high due to the mediation of self-regulation |
| Relationship | Structural coefficient (β) | Significance | Interpretation |
|---|---|---|---|
| Conceptions → motivation | 0.640 | Strong impact: learning conceptions continue to significantly influence motivation | |
| Motivation → self-regulation | 0.304 | Moderate influence: the development of self-regulation continues to strengthen in this stage of education | |
| self-Regulation → processing | 0.909 | High direct impact: students with greater self-regulation exhibit deeper information processing | |
| Conceptions → processing (Total effect) | 0.596 | The direct relationship between conceptions and processing is not significant, but the total effect is high due to the mediation of self-regulation |
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