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

Table 4 Path coefficients for hypothesis testing

H	Path	Beta	t	P. value	Decision
H₁	self-efficacy→academic performance	0.166	2.29	0.014	Supported
H₂	positive emotions→academic performance	0.256	4.44	< 0.001	Supported
H₃	metacognition→academic performance	0.217	3.90	< 0.001	Supported
H₄	self-efficacy→positive emotions→	0.657	12.91	< 0.001	Supported
H₅	self-efficacy→metacognition	0.400	11.59	< 0.001	Supported
H₆	positive emotions→metacognition	0.293	6.04	0.001	Supported
H₇	self-efficacy→metacognition→academic performance	0.09	3.21	< 0.001	Supported
H₈	positive emotions→metacognition→academic performance	0.063	3.62	< 0.001	Supported
H₉	self-efficacy→positive emotions→academic performance	0.168	3.75	< 0.001	Supported

ISSN: 1472-6920