Understanding the role of stress, personality and coping on learning motivation and mental health in university students during a pandemic

Table 3 Multiple regression with learning motivation: regressed on the cluster of ‘hassle’ and ‘uplifting’ stressors, pandemic-related stressors and on personality

Model	Unstandardised Coefficients		Standardised Coefficients
	B	Std. Error	Beta
(Constant)	6.98	.75
Teaching on my	− .32	.06	− .37***
course hassle
Social opportunities uplift	.14	.04	.22***
Lack of motivation	− .08	.02	− .21***
Conscientiousness	.28	.08	.24***
Teaching on my course hassle- Conscientiousness moderator	.07	.04	.16*

ISSN: 2050-7283