Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis

Abstract The current study aims to deepen our understanding of the mechanisms of motivational and emotional profiles in entry-level calculus. Specifically, we tested a multiple mediation model to examine the linking roles of students' self-efficacy and achievement emotions (anxiety and enjoyment) in the relationship between learning climate and learning persistence in entry-level calculus. A sample of 267 college students enrolled in the entry-level calculus classes at a southern urban university took measures of learning climate, self-efficacy, achievement emotions (enjoyment and anxiety), and learning persistence. A multiple mediation path model was conducted to examine the mediating roles of self-efficacy and achievement emotions in linking learning climate and learning persistence in college calculus. The results revealed that self-efficacy played a prominent role in mediating the relationship between learning climate and learning persistence. Moreover, self-efficacy and anxiety serially mediated the relationship between learning climate and learning persistence.