First, all independent factors plus an interaction between norm violation and temporal order yield Pearson (χ 2 = 46.441; p = 0.224) and Cox & Snell = 0.490 with all factors highly significant, p < 0.0005.
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Nevertheless, the recording-first group showed quantitatively greater improvement while improvement in the quote-first group was only borderline significant (recording-first improvement = 1.29, t 51 = 3.67, p < 0.0006, d = 0.49; quote-first improvement = 0.59, t 43 = 1.96, p < 0.057, d = 0.29; Figure 4C ).
A Kruskal–Wallis test revealed highly significant differences between groups (controls, mHE, HE, see Table 1 ) for the CFF [χ 2 (2) = 14.83, p = 0.0006].
A paired Wilcoxon Rank test demonstrated that this difference is highly significant (W = 40.5, p < 0.001). 5.2.1.
As predicted by H4, the “cuteness type × brand impression” interaction was highly significant, F (1, 248) = 20.78, p < 0.001, η 2 = 0.08.
Notice that the correlation between these variables is highly significant: AOA Catalan and Catalan proficiency ( r = −0.4, P < 0.001, later exposition to Catalan, decreased proficiency in Catalan) and AOA Catalan and Language use ( r = 0.53, P < 0.002, delayed onset of Catalan exposition, greater use of Spanish).
Second, SEW shows a strong and highly significant effect on family governance ( β = 0.62, p < 0.001).
The standardized total effect of cognitive fusion on symptoms ( c = 0.82) was highly significant (95% BCI: 0.73–0.91, p < 0.001, two-tailed) with a non-significant total effect (0.05, 95% BCI: −0.06-0.16) in the case of self-compassion.
The personal responsibility effect is highly significant in both cases according to a two-sided Wald test: F (1, 19) = 26.28 with p < 0.001 and F (1, 19) = 13.28 with p = 0.002, respectively.
Although the association between intensity and liking was highly significant, F (1, 151.45) = 122.67, p < 0.001, the interaction between emotion type and presentation frequency was eliminated.
A mixed-design ANOVA on the total efficacy score indicated a highly significant main effect of Time, F (1, 479) = 311.17, p < 0.001, η p 2 = 0.39.
Significant reductions were observed in the RFB group ( p < 0.05) and the MT group ( p < 0.01), while the CT group showed a highly significant decrease ( p < 0.001).
The adjusted mean difference was 25.0 points (95% CI [21.5, 28.5]), with a highly significant group effect, F (1, 64) = 50.12, p < 0.001, and a large effect size (partial η 2 = 0.439).
Results of the ANOVA indicated that the main effect of Motion was highly significant [ F (1, 11) = 31.080, p < 0.001], which was also true for that of Duration [ F (2, 22) = 56.407, p < 0.001].
A highly significant positive correlation was found between children’s self-reported playfulness and children’s self-reported social self-concept ( r = 0.54, p < 0.001), which demonstrates convergent validity.
Specifically, it demonstrated the largest and most highly significant positive predictive effect on both Social Responsibility ( β = 0.344, p < 0.001 ) and Prosocial Behavior ( β = 0.271, p < 0.001 ).
The regression models testing Condition and Block revealed a highly significant main effect of Block ( b = 0.39, z = 4.67, p < 0.001).
The analysis of the EEM scores revealed a highly significant effect of load [ F (1,38) = 24.6, p < 0.001, η p 2 = 0 . 39 ] with a higher EEM in LL [ M (LL) = 0.149, SE ± 0.027; M (HL) = −0.017, SE ± 0.022], as well as emotion [ F (1,38) = 8.56, p = 0.006, η p 2 = 0 . 18 ], and an interaction load × emotion [ F (1,38) = 7.39, p = 0.01, η p 2 = 0 .16 ].
In line with our research hypotheses H1a and H1b, the analyses identified a significant increase for SER heuristic-participants supportive attitude toward CCU [ F (1, 99) = 5.492, p < 0.01; η p 2 = 0.05; M SER-pre = 3.79, SD SER-pre = 0.98; M SER-post = 3.90, SD SER-post = 0.95], as well as a highly significant increase of their acceptance of CCU [ F (1, 87) = 14.505, p < 0.001; η p 2 = 0.14; M SER-pre = 2.60, SD SER-pre = 1.30; M SER-post = 3.00, SD SER-post = 1.34] from pre- to post-measurement (see Table 3 for an overview). 3.3.
For Place of Articulation , a highly significant main effect was found across all three CLMMs (unaspirated: χ 2 (2) = 21.87, p < 0.001; aspirated: χ 2 (2) = 47.38, p < 0.001; fricatives: χ 2 (2) = 25.98, p < 0.001).
For the color, identity, and location questions, the only independent variable that had predictive power was semantic relatedness (Figure 5 A), which was highly significant in all cases ( p < 0.001).
The two first-stage paths from digital orientation to Organizational learning ( β = 0.513, p < 0.001) and to Organizational forgetting ( β = 0.487, p < 0.001) were both highly significant, as were the second-stage paths from Organizational learning ( β = 0.276, p < 0.001) and Organizational forgetting ( β = 0.263, p < 0.001) to AI capability.
5 Discussion 5.1 The effect of acceleration on cognitive load From the results of the main effects test, the increase in cognitive load by accelerated playback of instructional videos reached a highly significant level (g = 0.59, p < 0.001), and the hypothesis H1 was valid, i.e., accelerated playback significantly increased the cognitive load of learners compared to original speed playback.
Differences in semantic relatedness ratings were highly significant between semantically related and unrelated pairs ( P < 0.001 for all pairwise comparisons).
Results and discussion A significant improvement in EWSE Following the 15-week teaching intervention, students’ overall writing self-efficacy significantly increased (M = 2.75, SD = 0.79) compared to pretest levels (M = 1.56, SD = 0.33), with a highly significant difference, t (19) = 8.32, p < 0.001.