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Table 3 Total, direct and indirect effects of Parenting Style on academic procrastination

From: The mediating effects of coping style and resilience on the relationship between parenting style and academic procrastination among Chinese undergraduate nursing students: a cross-sectional study

Path

Effect

Effect

Boot SE

Boot LLCI

Boot ULCI

Relative mediation effect

PPS-PCS-AP

Direct effect

-0.276

0.043

-0.358

-0.190

85.39%

Indirect effect

-0.048

0.013

-0.074

-0.025

14.71%

Total effect

-0.323

0.041

-0.404

-0.242

 

PPS-NCS-AP

Direct effect

-0.279

0.042

-0.360

-0.195

86.36%

Indirect effect

-0.044

0.013

-0.071

-0.021

13.64%

Total effect

-0.323

0.041

-0.404

-0.242

 

PPS- Resilience -AP

Direct effect

-0.250

0.043

-0.331

-0.166

77.28%

Indirect effect

-0.074

0.016

-0.107

-0.044

22.82%

Total effect

-0.323

0.041

-0.404

-0.242

 

NPS-NCS-AP

Direct effect

0.201

0.039

0.124

0.276

78.23%

Indirect effect

0.056

0.014

0.032

0.086

21.73%

Total effect

0.257

0.040

0.179

0.335

 

NPS-Resilience-AP

Direct effect

0.229

0.039

0.154

0.304

89.07%

Indirect effect

0.028

0.013

0.004

0.055

10.93%

Total effect

0.257

0.040

0.179

0.335

 
  1. Abbreviations: PPS Positive parenting style, PCS Positive coping style, AP Academic procrastination, NCS, Negative coping style, NPS Negative parenting style, Boot LLCI the lower limit confidence interval of effects estimated by Bootstrap Method, Boot SE the standard error of effects estimated by Bootstrap method, Boot ULCI the upper limit confidence interval of effects estimated by Bootstrap method