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Table 3 Path coefficients for direct, indirect and total relationships

From: The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well-being in medical students: a path analysis

Dependent

Predictors

Standard estimate

t-value

P value

Self-efficacy

Formative assessment

0.24

4.95

0.001

Internal value

Formative assessment

0.17

3.52

0.001

Test anxiety

Formative assessment

-0.20

-4.01

0.001

Cognitive strategies

Formative assessment

0.19

3.52

0.001

Self-regulation

Formative assessment

0.16

3.11

0.001

Academic well-being (R2 = 0.50)

Self-efficacy

0.26

5.21

0.001

Internal value

0.21

4.23

0.001

Test anxiety

-0.20

-4.09

0.001

Cognitive strategies

0.16

3.33

0.001

Self-regulation

0.22

4.32

0.001

Indirect effect of formative assessment to Academic well-being

0.16

4.08

0.001

Total effect of formative assessment Academic well-being

0.16

4.08

0.001

  1. Standard estimate (and t-value) for relationship between variables has showed in Fig. 2