Excerpts

Even though such a decrease is considered significant in some recommendations (Tabachnick and Fidell, 2001 ), the loading was still highly significant ( p = 0.004), with the pattern being in accordance with the discriminant validity phenomenon described in the PwMS sample.

An ANOVA using Satterthwaite’s method reveals a highly significant main effect of trial IOI ( F = 3.573, p = 0.004).

Infants in Group A showed a highly significant correlation between the dishabituation scores in the speech and face tasks [ R (25) = 0.536, p = 0.004], while the infants in Group B did not [ R (24) = 0.182, p = 0.374].

Table 5 shows the LCA regression output and shows that cluster membership is statistically distinguished by the four stress coping scenarios to a highly significant level ( p < 0.004).

The results revealed a highly significant main effect of relatedness, F (1, 29) = 9.50, MSE = 32, 294, p = 0.004, showing that response latencies were faster in the related condition than in the unrelated condition.

For all three conditions, the decline in looking time across the four encoding trials was clearly significant (Storyline Condition: F [3, 102] = 4.66, p = 0.004, partial Eta-Squared = 0.121; Pixelized Condition: F [3, 72] = 19.04, p < 0.001, partial Eta-Squared = 0.442; Scrambled Condition: F [3, 102] = 25.74, p < 0.001, partial Eta-Squared = 0.431).

Importantly, however, the main effect of Mimicry Type remained highly significant when the effect of Gender and the interaction of Gender and Mimicry Type were controlled (Wald χ 2 (2) = 11.21, p = 0.004).

When this correlation was controlled for familiarity, it became highly significant ( N = 7, r = −0.951, P = 0.004).

The data exhibited a highly significant negative direct effect of the DT intervention on IC (β = −0.373, p = 0.004, 95% CI [−0.618, −0.119]), alongside a significant positive indirect effect via AC (β = 0.083, p = 0.048, 95% CI [0.019, 0.188]).

Findings from the multivariate test of Wilks’s Lambda showed a highly significant age main effect [Wilks’ Λ = 0.942, F (4, 506) = 3.869, p = 0.004] on students’ academic burnout.

We observed a moderately significant positive Spearman's correlation between the time taken to solve the puzzle and the self-reported engagement ( r = 0.40 , p = 0.004), and a moderately significant positive Spearman's correlation between the total time taken to solve the puzzle and self-reported effort ( r = 0.40, p = 0.004) ( Figure 3 ).

Sad scores showed an increasing trend among the four seasons and were higher in winter than in earlier seasons for data collected from both indoor and outdoor places ( F = 4.35; p = 0.0045) ( Figure 4D ).

The tendency of interaction was highly significant ( p < 0.005).

The Time x Condition effect was not significant, F (2, 71) = 2.06, p = 0.14, partial η 2 = 0.055, whereas the Domain × Time × Condition effect was highly significant, F (4, 142) = 3.91, p = 0.005, partial η 2 = 0.099, suggesting that treatment effects were not uniform across motivational domains.

The difference between the priming conditions in controls was highly significant [ t (11) = 3.4, p = 0.005], consistent with the Reference duration being perceived as approximately 20 ms shorter when preceded by a low-valued prime compared to a high-valued prime.

A subsequent repeated measures ANOVA based on the three alignment conditions ( smooth , c-radial , jagged ) showed a highly significant effect of alignment [ F (1,9) = 13.9, p < 0.005].

After the mediating variables are included, learning engagement has a significant positive impact on the learning effect ( β = 0.390, t = 10.47, p < 0.01), and psychological atmosphere not only has a significant positive impact on the learning effect of students ( β = 0.201, t = 4.97, p < 0.001) but also has a moderately significant impact on learning engagement ( β = 0.168, t = 3.10, p < 0.005).

follow” was directly included as an additional factor in the ANOVA, all respective interactions with this factor were likewise highly significant ( p < 0.005).

Moreover, three of these correlations were highly significant ( p < 0.005 for all three correlations), while a fourth was marginally significant ( p = 0.076).

ANOVA analyses on mean RTs showed their interaction to be highly significant [ F (1, 27) = 9.35, MSE = 46983, η p 2 = 0.25, p < 0.005].

For intra-group comparisons across time points, relative to baseline (Test 1), (1) at 20 min post-landscape viewing (Test 2), the BTJQ group showed significantly lower SDNN (ɳ2p = 0.162, p = 0.045) and rMSSD (ɳ2p = 0.137, p = 0.046); (2) immediately after Tai Chi exercise (Test 3), the GTJQ group exhibited significant decreases in SDNN (ɳ2p = 0.112, p = 0.048) and rMSSD (ɳ2p = 0.154, p = 0.047), while the BTJQ and GBTJQ groups showed highly significant decreases in SDNN (ɳ2p = 0.284, p = 0.005; ɳ2p = 0.202, p = 0.007) and rMSSD (ɳ2p = 0.365, p = 0.001; ɳ2p = 0.275, p = 0.006); and (3) during full recovery (Test 4), the BTJQ group still showed significantly lower SDNN (ɳ2p = 0.137, p = 0.042) than baseline.

The cluster is highly significant ( p = 0.005) and covers the region occupied by the racquet, arm, and head at the time of racquet-ball contact.

These effects failed to reach significance at the p < 0.005 level.

(2) When one uses a t -test for independent samples both the SNC and NN tests show highly significant differences between the DD and the TA4 (fourth graders with typical ability) children: t (47) = 2.965, p < 0.005 for the SNC test and t (49) = 3.185, p < 0.003 for the NN test.

However, in the dictated words, the difference in rates of orthographic errors between English and French children approached significance ( W = 885.5, p = 0.0054, r = 0.28), with more orthographic errors in the English word samples.