579590.fig.001
Figure 1: The final path model displaying the relationships among negative affect, positive affect, cognitive interference, self-regulated learning strategies, and course attainment in the didactics of mathematics subject matter. Note 1. All paths drawn indicate significant associations ( ). Note 2. Doted lines indicate direct effects on course attainment. Note 3. Errors are given in parenthesis. Note 4. Correlations of SRL strategies: REH-ORG: .584, EL-ORG: .475, MET-ORG: .450, TSEM-ORG: .362, ER-ORG: .338, PL-ORG: .148, EL-REH: .417, MET-REH: .495, TSEM-REH: .465, ER-REH: .344, PL-REH: .137, MET-EL: .567, TSEM-EL: .316, ER-EL: .331, PL-EL: .313, HS-EL: .175, TSEM-MET: .400, ER-MET: .448, PL-MET: .276, HS-MET: .206, ER-TSEM: .619, HS-PL: .588.