Table 3 Evaluation of the stated hypotheses
Research hypotheses | Effect sizes | Results | ||
|---|---|---|---|---|
Non-standard coefficients | Standard Coefficients | |||
T | p | |||
The structural model of academic resilience, personality, and academic well-being on educational attainment with the mediating variable of learner has goodness of fit. | 21.070 | P < 0/01 | 0.778 | accepted |
H2 = Academic resilience has a significant effect on educational attainment. | 9.823 | P < 0/01 | 0.145 | accepted |
H3 = Academic resilience has a significant effect on student engagement. | 1.941 | P < 0/05 | 0.067 | accepted |
H3 = Academic resilience has a significant indirect effect on educational attainment through the mediating variable of engagement. | 3.711 | P < 0.01 | 0.677 | Accepted |
H4 = Students’ personality has a significant effect on educational attainment. | 21.070 | P < 0/01 | 0.778 | accepted |
H5 = Students’ personality has a significant effect on student engagement. | 9.823 | P < 0/01 | 0.145 | Accepted |
H6 = Students’ personality has a significant indirect effect on educational attainment through the mediating variable of engagement. | 9.104 | P < 0/01 | 0.413 | Accepted |
H7 = Students’ well-being has a significant effect on educational attainment. | 1.021 | P > 0/05 | 0.028 | rejected |
H8 = Students’ well-being has a significant effect on student engagement. | 14.040 | P < 0/01 | 0.544 | Accepted |
H9 = Students’ well-being has a significant indirect effect on educational attainment through the mediating variable of engagement. | 28.535 | P < 0/01 | 0.939 | Accepted |