Table 5.
Standardized direct and indirect effects
| β | S.E | LCL | UCL | p | |
|---|---|---|---|---|---|
| Standardized direct effects | |||||
| COVID-19 student stress → depression | .28 | .05 | .18 | .37 | *** |
| COVID-19 student stress → subjective well-being | − .17 | .06 | − .28 | − .05 | ** |
| COVID-19 student stress → school burnout | .51 | .05 | .41 | .58 | *** |
| School burnout → depression | .55 | .04 | .47 | .61 | *** |
| School burnout → subjective well-being | − .57 | .06 | − .67 | − .46 | *** |
| Standardized indirect effect | |||||
| COVID-19 student stress → school burnout → depression | .28 | .03 | .22 | .33 | *** |
| COVID-19 student stress → school burnout → subjective well-being | − .29 | .04 | − .35 | − .22 | *** |
S.E. standard error, LCL lower confidence limit, UCL upper confidence limit
**p < .01, ***p < .001