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. Author manuscript; available in PMC: 2020 Nov 1.
Published in final edited form as: J Educ Psychol. 2019 Nov;11(8):1462–1477. doi: 10.1037/edu0000356

Figure 4.

Figure 4.

Conceptual model of UVI effects on persistence in the biomedical track via personal focus, engagement and course grade, using ovals to depict moderators (i.e., confidence about performance, FG and URM status) and rhombi to depict linguistic process variables (i.e., personal focus, engagement). The dashed arrow represents indirect effects of the UVI on long-term persistence via engagement and course grade.