Fig. 3From: Analyzing the associations between motivation and academic performance via the mediator variables of specific mathematic cognitive learning strategies in different subject domains of higher educationModel for the direct and indirect effect of motivation on grades through learning strategies (N = 548). Solid lines are direct effects that are significant at the significance level of p ≤ 0.05. The indirect effects at the significance level of p ≤ 0.05 are presented with dashed lines. Coefficients are standardized beta weights. UEQG University entrance qualification gradesBack to article page