Table 3: Two steps Multiple Hierarchal Regressing academic satisfaction on academic stress and academic self-efficacy controlling for demographic among University Students in Jordan (N = 117).
| Variables |
Model 1 |
Model 2 |
| B |
SEM |
β |
p |
B |
SEM |
β |
p |
| Gender |
3.9 |
3.2 |
0.26 |
0.221 |
2.8 |
2.86 |
0.19 |
0.332 |
| Age |
-0.46 |
0.91 |
-0.13 |
0.623 |
-0.53 |
0.85 |
-0.15 |
0.532 |
| Academic level |
1.2 |
1.4 |
0.20 |
0.415 |
0.62 |
1.3 |
0.11 |
0.626 |
| Grade point average |
2.2 |
2.6 |
0.19 |
0.390 |
1.9 |
2.5 |
0.16 |
0.440 |
| Grade in high school |
-0.21 |
0.21 |
-0.23 |
0.322 |
-0.33 |
0.21 |
-0.36 |
0.116 |
| Working status |
0.95 |
3.0 |
0.05 |
0.751 |
0.18 |
2.7 |
0.01 |
0.947 |
| Academic stress |
- |
- |
- |
- |
.04 |
.03 |
.28 |
0.133 |
| Academic self-efficacy |
- |
- |
- |
- |
0.10 |
0.03 |
0.58 |
0.001 |
| R2 |
0.156 |
0.373 |
| Model fit |
F = 0.762, p = 0.061 |
F = 1.90, p = 0.006 |
| R2 change |
- |
0.22 |