From disengagement coping to academic self-efficacy: the conditional role of emotional competence in STEM students.

So, in the optimism model, the direct effect was marginally non-significant, suggesting that emotional competence may transmit a larger portion of the disengagement effect under high optimism. 4.4 Covariates and relevance for the studied population The positive association of gender (men relative to women) with self-efficacy was consistent across all models, indicating systematic differences that warrant discussion in relation to research on academic socialization and self-evaluations of competence.

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