Fig. 3From: Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation modelPath analysis of bootstrapping shows T-test scores related to path coefficients depicted in Fig. 2. T-test scores that are higher than 1.96 are significant at 0.05 level, and T-test scores that are higher than 2.58 are significant at 0.01 levelBack to article page