Correction to: From academic achievement to career development: does self-regulated learning matter? (International Journal for Educational and Vocational Guidance, (2022), 22, 2, (285-305), 10.1007/s10775-021-09486-z)

Following publication of the original article [1], the authors identified errors in Fig. 1 and the bootstrapping tests in the section of Tests of direct and indirect effects. The correct version of Fig. 1 and bootstrapping tests are provided in this correction. (Figure presented.) Results of the structural model. Standardized coefficients are presented. ^†p <.1; *p <.05; **p <.01; ***p <.001 To test our hypotheses, we conducted structural equation modeling (SEM) by using Mplus 7.4. Figure 1 presents the standardized coefficients. The results reveal that MESR had a marginal significant effect on PE, β =.24, p =.052. MOSR was positively related to PE, β =.60, p <.001. H1a and H1b were supported. BESR was not significantly related to PE, a result that failed to support H1c, β = −.01, n.s. Second, CM was positively related to MESR and BESR, supporting H2a and H2c, β =.23, p <.05 and β =.36, p <.001. However, CM did not significantly predict MOSR, β =.18, n.s. Thus, H2b was not supported. In following the mediation-examination procedures suggested by MacKinnon et al. (2007), we found that the direct effects of CM on self-regulated learning and the direct effects of self-regulated learning on PE initially indicated that MESR mediated the relationship between CM and PE. To further examine the significance of indirect effects, we conducted bootstrapping tests and the results show that only the indirect effect of MESR was significant, β =.055, CI 95% =.002,.169. The indirect effects of MOSR and BESR were not significant, β =.108, CI 95% = −.022,.252 and β = −.004, CI 95% = −.188,.033. Thus, H3a was supported while H3b and H3c were not. The original article has been corrected.