Table 2.

Direct and indirect effects of the parsimonious structural equation model.

Pathways	β	95% CI	p
Direct Effects
Negative affectivity → psychological well-being	−0.80	−0.92/−0.68	0.003 **
SOC → psychological well-being	0.08	0.05/0.20	0.016 *
Social support → psychological well-being	0.08	0.02/0.14	0.014 *
SES → Negative affectivity	−1.05	−2.00/−0.87	0.002 **
Working during the social distancing period → Negative affectivity	0.12	0.03/0.19	0.013 *
Availability of online teaching → Negative affectivity	−0.49	−1.72/−0.03	0.038 *
SES → SOC	1.09	0.93/2.08	0.001 **
Working during the social distancing period → SOC	−0.12	−0.19/−0.05	0.005 **
Availability of online teaching → SOC	0.47	0.01/1.74	0.040 *
SES → social support	0.61	0.49/1.02	0.002 **
Availability of online teaching → social support	0.23	0.04/0.87	0.009 **
Age → working during the social distancing period	−0.16	−0.26/−0.07	0.002 **
Gender → working during the social distancing period	−0.14	−0.23/−0.05	0.002 **
SES → availability of online teaching	−0.54	−0.90/−0.13	0.019 *
Age → availability of online teaching	−0.09	−0.16/−0.03	0.004 **
Gender → availability of online teaching	0.07	0.01/0.14	0.032 *
Indirect effects
SES → psychological well-being	0.73	4.05/27.29	0.001 **
Gender → psychological well-being	0.05	0.01/0.16	0.001 **
Working during the social distancing period → psychological well-being	−0.10	−0.21/−0.04	0.01 *
Availability of online teaching → psychological well-being	0.45	0.02/1.56	0.042 *
SES → Negative affectivity	0.27	1.22/4.51	0.018 *
Gender → Negative affectivity	−0.05	−2.68/−0.22	0.001 **
SES → SOC	−0.25	−4.61/−0.43	0.036 *
Gender → SOC	0.05	0.32/2.86	0.001 **

* p < 0.05; ** p < 0.01.