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Showing 1 - 20 results of 194 for search '(((("i large decrease") OR ("via large decrease"))) OR ("_ larger increases"))', query time: 0.67s Refine Results
  1. 1
    Students who had a positive change in STEMM community belonging had a larger increase in Ph.D., MD, and M.D./PhD program knowledge.

    Students who had a positive change in STEMM community belonging had a larger increase in Ph.D., MD, and M.D./PhD program knowledge. by Kendra H. Oliver (11675573)

    Published 2021
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  2. 2
    AIC, ΔAIC, and model weights obtained by considering the joint model set consisting of 6 models associated with using commitment (C2-C4) and training time (T2-T4) as the independent variables, as well as a constant (null) model, CT1.

    AIC, ΔAIC, and model weights obtained by considering the joint model set consisting of 6 models associated with using commitment (C2-C4) and training time (T2-T4) as the independen... by Cam M. K. Rechenmacher (14041010)

    Published 2022
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  3. 3
    Model parameter estimates and standard errors, along with the associated ΔAIC values indicating the relative support for each of the four models using “training time” as the independent variable.

    Model parameter estimates and standard errors, along with the associated ΔAIC values indicating the relative support for each of the four models using “training time” as the indepe... by Cam M. K. Rechenmacher (14041010)

    Published 2022
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  4. 4
    S1 Data -

    S1 Data - by Cam M. K. Rechenmacher (14041010)

    Published 2022
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  5. 5
    Fig 2 -

    Fig 2 - by Cam M. K. Rechenmacher (14041010)

    Published 2022
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  6. 6
    S2 Data -

    S2 Data - by Cam M. K. Rechenmacher (14041010)

    Published 2022
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  7. 7
    Fig 1 -

    Fig 1 - by Cam M. K. Rechenmacher (14041010)

    Published 2022
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  8. 8
    Model parameter estimates and standard errors, along with the associated ΔAIC values when using commitment as the independent variable.

    Model parameter estimates and standard errors, along with the associated ΔAIC values when using commitment as the independent variable. by Cam M. K. Rechenmacher (14041010)

    Published 2022
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  9. 9
    Heterogeneity in the Relationship between Anti-Bullying Laws (ABLs) and Bullying Behavior by External Environment Characteristics, Linear Probability Model.

    Heterogeneity in the Relationship between Anti-Bullying Laws (ABLs) and Bullying Behavior by External Environment Characteristics, Linear Probability Model. by Mona Ahmadiani (22320409)

    Published 2025
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  10. 10
    Relationship between Anti-Bullying Laws (ABLs) and Bullying Behavior of Different Parties: Probit and Ordered Probit Models.

    Relationship between Anti-Bullying Laws (ABLs) and Bullying Behavior of Different Parties: Probit and Ordered Probit Models. by Mona Ahmadiani (22320409)

    Published 2025
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  11. 11
    Relationship between Anti-Bullying Laws (ABLs) and Bullying Behavior of Different Parties: Linear Probability Model.

    Relationship between Anti-Bullying Laws (ABLs) and Bullying Behavior of Different Parties: Linear Probability Model. by Mona Ahmadiani (22320409)

    Published 2025
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  12. 12
    Summary Statistics for Bullying Outcome Variables.

    Summary Statistics for Bullying Outcome Variables. by Mona Ahmadiani (22320409)

    Published 2025
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  13. 13
    Summary Statistics for Characteristics of Students, Schools, School Districts, and Counties.

    Summary Statistics for Characteristics of Students, Schools, School Districts, and Counties. by Mona Ahmadiani (22320409)

    Published 2025
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  14. 14
    Relationship between School-Level Reports of Bullying Victimization and Anti-Bullying Laws (ABLs).

    Relationship between School-Level Reports of Bullying Victimization and Anti-Bullying Laws (ABLs). by Mona Ahmadiani (22320409)

    Published 2025
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  15. 15
    Analysis results. We conducted five analyses—the entire sample, then four split-sample groups that comprised only the low- and high-scoring participants for connectedness to nature and climate anxiety (i.e., participants who scored below one SD below the mean, or above one SD above the mean; see methods for details).

    Analysis results. We conducted five analyses—the entire sample, then four split-sample groups that comprised only the low- and high-scoring participants for connectedness to nature... by Rachelle K. Gould (9761743)

    Published 2025
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  16. 16
    GouldCortisolHABsData.

    GouldCortisolHABsData. by Rachelle K. Gould (9761743)

    Published 2025
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  17. 17
    Examples of the image pairs used in our conditions.

    Examples of the image pairs used in our conditions. by Rachelle K. Gould (9761743)

    Published 2025
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  18. 18
    Schematic of the research landscape of interactions between stress and nature exposure.

    Schematic of the research landscape of interactions between stress and nature exposure. by Rachelle K. Gould (9761743)

    Published 2025
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  19. 19
    Means (and standard deviations) for cortisol concentrations pre-and post-intervention, for both conditions.

    Means (and standard deviations) for cortisol concentrations pre-and post-intervention, for both conditions. by Rachelle K. Gould (9761743)

    Published 2025
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  20. 20
    Gender gap in sick leave absence by age groups.

    Gender gap in sick leave absence by age groups. by Charlotta Magnusson (15256948)

    Published 2024
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