Table 3 The hypotheses have been explored and supported

H1

Home environment support, student engagement, and attitudes are predictors of G4M. In particular, ELS are more effective than ENS in predicting G4M

H2

Home environment support and student engagement and attitudes are intercorrelated

H3

There are conditional direct effects of ENS on G4M

a)

ENS have a direct effect on G4M

b)

ELS have a direct effect on G4M

c)

ELS moderate the effect of ENS on G4M, and the effect of ENS on G4M is more prominent for children with weaker ELS

d)

HRL (a covariate) have a direct effect on G4M

H4

There are conditional indirect effects of ENS on G4M (i.e., ENS → SCM → G4M)

a)

ENS have a direct effect on SCM

b)

ELS have a direct effect on SCM

c)

ELS moderate the effect of ENS on SCM, and the effect of ENS on SCM is more pronounced for children with stronger ELS

d)

SCM have a direct effect on G4M

e)

SCM mediate the relation between ENS and G4M, and the effect is more evident for children with stronger ELS

f)

HRL (a covariate) have a direct effect on SCM