Table 3.
Squared Multiple correlations, Standardised Direct, Indirect, and Total Effects for the Predictor Variables, COVID-19 Interference, Basic Psychological Needs, and Educational Factors on Grades for the Integrated Structural Model
| Predictors | Standardised beta coefficients effects on grades | ||||
|---|---|---|---|---|---|
| R2 | Direct | Indirect | Total | Order of contribution to grades | |
| COVID-19 interference | (.09) | – | -.314 | -.314 | 12 |
| Autonomy | (.60) | – | -.003 | -.003 | 9 |
| Relatedness | (.11) | – | .225 | .225 | 3 |
| Competency | (.52) | .521*** | .050 | .572 | 1 |
| Technology acceptance | (.66) | – | .088 | .088 | 8 |
| Authentic happiness | (.09) | – | .119 | .119 | 7 |
| Harmonious passion | (.38) | – | .190 | .190 | 4 |
| Self-regulation of learning | (.58) | .183** | - | .183 | 5 |
| Classroom community | (.72) | -.171* | - | -.171 | 11 |
| Conscientiousness | (.26) | .258*** | .037 | .294 | 2 |
| Age | – | .137 | .137 | 6 | |
| Biological sex | - | -.073 | -.073 | 10 | |
N = 226. Order of contribution to grades, 1 = largest contributor to grades, 12 = largest hindrance to grades. p < .05; **p < .01; ***p < .001