Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model

Table 3 Discriminant validity coefficients of the research constructs

construct	Positive emotions	Self-efficacy	Metacognition
Positive learning-related emotions	0.97
Self-efficacy	0.55	0.94
Metacognitive learning strategies	0.65	0.59	0.93

ISSN: 1472-6920