Click to increase image sizeClick to decrease image size Notes 1. Due to the standardization of the variables, the simple slopes for students with average self‐concept are identical with the regression coefficients for cognitive abilities displayed in Table 2. As students with a high mathematical self‐concept, significant negative simple slopes were observed for all three self‐regulation strategies under consideration. However, weaker relationships for students with average self‐concepts were indicated.
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Dresel et al. (2006) studied this question.