. 2022 Feb 17;13:829032. doi: 10.3389/fpsyg.2022.829032

TABLE 5.

Indirect effects of OTL on student mathematics performance.

Path	β(SE)	95% CI
Shanghai-China
1. OTL→ Mathematics anxiety→ Problem-solving performance	0.04(0.01)^***	[0.03, 0.05]
2. OTL→ Mathematics anxiety→ Mathematics performance	0.03(0.01)^***	[0.02, 0.04]
3. OTL→ Problem-solving performance→ Mathematics performance	0.13(0.02)^***	[0.09, 0.18]
4. OTL→ Mathematics anxiety→ Problem-solving performance→ Mathematics performance	0.03(0.01)^***	[0.02, 0.04]
United States
1. OTL→ Mathematics anxiety→ Problem-solving performance	0.08(0.01)^***	[0.06, 0.10]
2. OTL→ Mathematics anxiety→ Mathematics performance	0.01(0.01)	[-0.00, 0.02]
3. OTL→ Problem-solving performance→ Mathematics performance	0.17(0.02)^***	[0.13, 0.22]
4. OTL→ Mathematics anxiety→ Problem-solving performance→ Mathematics performance	0.06(0.01)^***	[0.04, 0.07]

Standardized results are displayed for all indirect effects. Standard errors are reported in parentheses.

***p < 0.001.

**p < 0.01.

*p < 0.05.