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. Author manuscript; available in PMC: 2016 Apr 1.
Published in final edited form as: Learn Individ Differ. 2015 Apr 1;39:13–23. doi: 10.1016/j.lindif.2015.02.006

Figure 1.

Figure 1

A model testing whether the effect of gender (female = 1) on final GPA is mediated by self-control and/or school motivation. The first set of standardized coefficients represents Model 1 in Study 2, the second set represents Model 1 in Study 3, and the third set represents Model 1 with alternate measures in Study 3. Significant paths are signified by solid lines, and non-significant paths are signified by dashed lines. Self-control is defined by ISC self-control and School Motivation by measures of interest/importance for the model for which results are reported in the first two sets of coefficients. Self-control is defined by BSCS self-control and School Motivation by alternate measures of interest/importance in the model for which results are reported in the third set of coefficients. The effects of the control variables on self-control, school motivation, and GPA were modeled, but, for the sake of clarity, these paths are not pictured. The effects of the control variables are reported in the Supplementary Materials. *p < .05, **p < .01, ***p < .001.