Excerpts

With regard to indirect relations, working memory as a foundational cognitive skill had only a marginally significant indirect relation with later reading comprehension via mental state language (β = 0.05, p < 0.10) and metacognitive knowledge (β = 0.05, p < 0.10).

Sample size control and clustering variables showed marginal significance ( p ≈ 0.10), indicating that methodological rigor and sampling strategies have an effect on the observed results.

However, the strength of this association was reduced and only marginally significant ( p < 0.10) when preference for the equity principle, gender, and academic unit were added to the equation.

Only variables that showed significant or near-significant correlations ( p < 0.10) with the dependent variables of interest were selected for further multiple linear regression analyses.

For Orbic muscle activation, the only finding that was approaching significance was that greater change in Orbic activity was associated with greater general NM (ß = 0.18, p < 0.10, R 2 = 0.03, F (1, 121) = 3.79, p = 0.054), indicating that those higher in general NM were incorrectly activating muscles around their eyes when intentionally mimicking a neutral face.

Although this change fell short of significance ( p = 0.10 using a conservative one-tailed t -test, d = 0.41 β = 0.237), the finding does justify further scrutiny.

The result supports hypothesis 1a, whose direct negative effect is marginally significant ( β = −0.08, p < 0.10).

Two trials approached significance (0.05 < P < 0.10) and seven trials did not approach statistical significance ( P > 0.10). “Success” rates were never below chance expectations.

The findings indicated that the interaction term between student motivation and teacher instruction on process features was marginally significant and negative (γ = −1.27, p < 0.1), indicating that the relationship between student motivational beliefs and their writing achievement was moderated by the frequency of teacher instruction on process features.

For respondents with high familiarity ratings, there is a weakly significant difference between socially interactive and solitary respondents, with the former having lower disruption ratings than the latter ( U = 197.000, p < 0.1).

Employee participation shows a high correlation with works council participation ( r = 0.47, p < 0.01) and – different from the works council participation – a weakly significant correlation with knowledge growth ( r = 0.29, p < 0.10 versus r = 0.02).

Only the block × phase × alcohol monthly use approached significance ( p = 0.10; all other F < = 1).

Only significant effects and certain effects approaching significance ( p < 0.100) that include the congruity factor are reported.

Focus is placed on those constructs achieving at least marginal significance ( p ≤ 0.10) and hence the largest relative effect as this is a small sample and the intention of the analysis is hypothesis generation.

The correlations between the digit span and the HTKS and HTKS efficiency score were non-significant for US children, but the correlation between the digit span and the HTKS efficiency score approached significance ( r = −0.25, p < 0.10) and was similar in magnitude to the correlation in the Brazilian sample.

Conservation) was only marginally significant ( p < 0.1, t = 1.7).

Independent-samples t -tests revealed that such differences reached marginal significance for total creative potential as well as the fluency and originality dimensions ( p < 0.1).

In Column (2), however, the treatment group exhibits a marginally significant negative effect on conversion during the price promotion period (β = −0.00004, p < 0.1).

Estimates for Specifications 2 and 3 reduced similarly and were both marginally significant ( p < 0.10) in Model 2.

No other main effect or interaction approached significance (all p -values > 0.1).

Further, significant Pixels (β = 0.63, p < 0.001), AR (β = 0.67, p < 0.001) and Complexity (β = −0.47, p < 0.01) effects were found on reaction time for the forward condition at the superordinate level, while marginally significant effects were found for Slant (β = −0.29, p < 0.1) and DC (β = 0.35, p < 0.1).

For school-based involvement, however, mothers working non-standard hours had greater levels than those working standard hours ( b = 1.177), though the difference was marginally significant ( p < 0.1).

A few of these correlations were either marginally statistically significant ( p < 0.10) or not statistically significant (see Table 6 ).

Specifically, physical access and usage both demonstrated marginally significant, negative direct effects on depressive symptoms (for physical access: β = −0.052, p < 0.1; for usage: β = −0.032, p < 0.1) ( Table 10 ).

To examine learning condition differences (collapsed across age groups 3 ), a Kruskal–Wallis non-parametric test was conducted, revealing a slight trend toward a significant difference in the total number of questions asked between the learning conditions, X 2 (2) = 4.56, p = 0.10.