Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency

Table 3 Hypotheses testing

Path	Estimate	LB	UB	P	Status
AESI \(\rightarrow\) SEPS	− 0.167	− 0.282	− 0.036	0.014	H1: Supported
ARS \(\rightarrow\) SEPS	0.359	0.227	0.471	0.001	H2: Supported
AESI \(\rightarrow\) ARS \(\rightarrow\) SEPS	− 0.047	− 0.097	− 0.009	0.011	H3: Supported
AESI \(\rightarrow\) ACS \(\rightarrow\) ARS	− 0.102	− 0.192	− 0.024	0.013	H4: Supported

Notes: ACS = Adaptive Coping Scale; AESI = Academic Expectation Stress Inventory; ARS = Academic Resilience Scale; SEPS = Self-reported English Proficiency Scale; LB = lower bound; UB = upper bound; P = p value

ISSN: 2050-7283