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International Journal of STEM Education
Fig. 3 | International Journal of STEM Education

Fig. 3

From: Analyzing the associations between motivation and academic performance via the mediator variables of specific mathematic cognitive learning strategies in different subject domains of higher education

Fig. 3

Model 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 grades

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