Ethnic Differences on Students’ Approaches to Learning: Self-Regulatory Cognitive and Motivational Predictors of Academic Achievement for Latino/a and White College Students - New Science of Learning - page 146

model was seen as appropriate here given that it is based on latent constructs hav-
ing measurement error and that it allows for a test of the underlying structural
model (Marsh et al., 2006). We hypothesized a structural model among cogni-
tive and motivational factors and other criterion variables (see Figs. 7.1 and 7.2).

.99

.29

self
efficacy

0.33

learning
strategies

Gender

.99

OTL

.98

academic
achievement

SES performance

approach

.56

.97

worry

prior knowledge

0.18

performance
avoidance

.97

0.25

.86

maladaptive
help-seeking

.68

mastery
goal

.99

Fig. 7.1 Estimation of cognitive and motivational factors of academic achievement for White
students ( N = 1,156)

.95

.31

self
efficacy

0.14

0.39

learning
strategies

Gender

OTL

.98

academic
achievement

.71

performance
approach .94

SES

.99

worry

prior knowledge

performance
avoidance

0.39

.83

maladaptive
help-seeking

.79

.69

mastery
goal

.91

Fig. 7.2 Estimation of cognitive and motivational factors of academic achievement for Latino
students ( N = 1,125)