Excerpts

For MVPA replacement, a small, marginally significant negative overall association was found ( β = −0.12; 95%CI: −0.24, −0.01).

In this context, the concept of stress-prone, or Type D, personality may be significant.

Additionally, the marginally significant moderating effect of training duration warrants further exploration.

Also, when considering the distribution of the sample across subpopulations (gender, type of education, and nature of the educational institutions), the sampling error and proportion are variable, noting that the sample is representative of the public education subpopulation (90% ≈ 4.4%), and marginally significant for the subpopulations of polytechnic education (85% ≈ 4.7%) and female gender (85% ≈ 4.5).

However, an unexpected but marginally significant interaction effect suggested that the SOF-support specialists exhibited decreased VRTs from pretest to posttest.

3.3 Landscape perception evaluation The results from the Semantic Differential Scale indicate that olfactory stimuli showed a trend toward enhancing the landscape preference scores.

Therefore, the observed R 2 values exceeding 0.30 in this study supported the presence of meaningful, practically significant relationships.

The “or” in the passage is quite significant.

From short-term pilot projects to year-round implementation, there may be significant differences in the results. 1.3.

= 0.051, p < 0.05; (6) Sports Self-Efficacy (T1) → Injury Recovery (T2): β = 0.372, SE = 0.049, p < 0.001; (7) Cognitive Reappraisal (T1) → Injury Recovery (T2): β = 0.121, SE = 0.055, p < 0.05 (direct path); (8) Expressive Suppression (T1) → Injury Recovery (T2): β = −0.082, SE = 0.047, p = 0.069 (marginally significant).

The primary longitudinal mixed-effects model (LMM) for 500-m time, adjusting for age, gender, and BMI, revealed highly significant main effects of Time and Group, as well as a robust Group × Time interaction.

Against the backdrop of the digital era and global digital transformation, artificial intelligence exerts profound impacts on educational models, making the cultivation of university teachers’ digital literacy highly significant in practice.

Figure 9I reveals that as teachers’ digital literacy improves, their subjective perception of task difficulty weakens, and their technological anxiety shows a decreasing trend.

However, there were significant differences between the front-side and back-test SA scores of different SA groups, and all showed an increasing trend.

4.1 Overall benefits of exercise intervention on mental health in ADHD The pooled results of this meta-analysis indicate that exercise interventions significantly improved depressive symptoms (SMD = 0.42, 95% CI: 0.13–0.71) and emotion regulation ability (SMD = 0.47, 95% CI: 0.06–0.92) in individuals with ADHD, and showed a positive trend toward alleviating anxiety symptoms (SMD = 0.43, 95% CI: 0.006–0.84).

The only-child status variable (Only_ child) exhibits a negative and weakly significant or statistically significant association in the models for academic rank and certificate attainment, but remains insignificant in the models for overall learning outcomes and awards, pointing to heterogeneity across outcome dimensions.

Given the marginal significance and confidence intervals including zero for conditional effects, this result does not provide robust evidence for H4 in the context of DA, indicating potential moderation that requires further verification with larger samples.

Moreover, some indirect effects (e.g., via cognitive and metacognitive strategies) were non-significant or only marginally significant, suggesting that the strength and form of the belief–strategy–affect linkages may be conditional on specific strategy dimensions, analytic specifications, or subgroup characteristics.

Anxiety showed a trend toward short-term reduction, while stress did not change significantly.

Finally, contextual factors such as regional background (65%), socio-cultural perceptions in the host country (60%), and their role in framing push-pull dynamics were considered moderately significant.

Confidence showed a negative trend that did not reach statistical significance, indicating that higher confidence alone did not translate into improved academic outcomes.

Reported exposure to verbal violence alongside dissatisfaction from schools’ response to violence, reported avoidance and fear, might be significant indicators of unsafety.

In addition, the indirect effect of leader competence on self-improvement feedback-seeking via employee hope was 0.024 ( SE = 0.02, p < 0.1, 95% CI [−0.004, 0.065]), indicating marginal significance.

Results Results showed that employee hope partially mediated the relationship between perceived leader competence and self-improvement feedback-seeking, with the indirect effect being marginally significant at average levels of LMX and significantly positive at high levels of LMX.

The analysis revealed that both dimensions exhibited statistically highly significant positive correlations with the target construct across both teacher questions and student answers, reflecting the inherent connection between language form and cognitive meaning in interactive communication.