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International Journal of STEM Education
Fig. 2 | International Journal of STEM Education

Fig. 2

From: Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses

Fig. 2

Significant direct effects between students’ gender, academic resources, discipline-specific attitudes, and introductory course grades. Note: Solid arrows indicate significant direct effects, dashed arrows indicate significant negative direct effects, and line thickness denotes the size of the standardized path coefficient. These figures only display pathways with significant indirect effects relevant to course grade outcomes; see Fig. 5 for all significant pathways. The final models for each course provided good fits to the data: chemistry RMSEA < .01 (90% CI .00, .03), CFI > .99, and TLI > .99; physics RMSEA = 0.01 (90% CI 0.00, 0.03), CFI > .99, and TLI > .99, and psychology RMSEA = 0.02 (90% CI 0.00, 0.03), CFI > .99, and TLI = .99. ***p < .001. **p < .01. *p < .05. +p < .1

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