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. 2026 Feb 4;17:1745451. doi: 10.3389/fpsyg.2026.1745451

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Copyright © 2026 Li, Lin, Lin and Yan.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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A path diagram shows the relationships between controlled motivation, self-efficacy, learning strategies, and physics achievement. Controlled motivation influences self-efficacy (a1 = -0.400), learning strategies (a2 = -0.178), and physics achievement directly (c' = -0.051, not significant). Self-efficacy affects physics achievement (b1 = 0.225), while learning strategies influence both self-efficacy (d21 = 0.533) and physics achievement (b2 = 0.311). The total effect of controlled motivation on physics achievement is noted as -0.279. — Serial mediation model with standardized path coefficients. Standardized regression coefficients are shown for each path. The dashed line represents the non-significant direct effect after controlling for mediators. p < 0.001.