1 b>0.95
chi2<italic toggle="yes">^2 /df=3.274,<italic toggle="yes">CFI=0.969,<italic toggle="yes">CFI=0.940,<italic toggle="yes">RMSEA=0.059,<italic toggle="yes">p<0.001
chi2<italic toggle="yes">^2 /df=3.419,<italic toggle="yes">CFI=0.980,<italic toggle="yes">GFI=0.955,<italic toggle="yes">RMSEA=0.060,<italic toggle="yes">p<0.001
chi2<italic toggle="yes">^2 /df=2.589,<italic toggle="yes">CFI=0.985,<italic toggle="yes">GFI=0.958,<italic toggle="yes">RMSEA=0.049,<italic toggle="yes">p<0.001
chi2<italic toggle="yes">^2 /df=3.210,<italic toggle="yes">CFI=0.981,<italic toggle="yes">GFI=0.971,<italic toggle="yes">RMSEA=0.058,<italic toggle="yes">p<0.001
toggle="yes">B simple slope=-0.24,<italic toggle="yes">t=-5.73,<italic toggle="yes">p<0.001
toggle="yes">simple slope=-0.45,<italic toggle="yes">t=-10.34,<italic toggle="yes">p<0.001

The Mental Health Consequences of Work-Life and Life-Work Conflicts for STEM Postdoctoral Trainees

parent=1; x̄=0.18 are analyzed separately answer hypotheses 1a-1

Loss of Individual and Social Identity: Consequences of Sexual Harassment of Iranian Nurses in the Workplace

foundation of qualitative content analysis
characteristic of qualitative content analysis

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

toggle="yes">x^2 /<italic toggle="yes">df=3.98, RMSEA=0.07, CFI=0.73, TLI=0.70, SRMR=0.10
yes">b=0.42,<italic toggle="yes">SE=0.18,<italic toggle="yes">p=0.02, 95%<italic toggle="yes">CI=[0.06,0.78]
toggle="yes">b=0.26,<italic toggle="yes">SE=0.04,<italic toggle="yes">p<0.001, 95%<italic toggle="yes">CI=[0.19,0.34]
toggle="yes">b=1.93,<italic toggle="yes">SE=0.19,<italic toggle="yes">p<0.001, 95%<italic toggle="yes">CI=[1.55, 2.31]
toggle="yes">b=-0.09,<italic toggle="yes">SE=0.17,<italic toggle="yes">p=0.62, 95%<italic toggle="yes">CI=[-0.43,0.26]

Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure

toggle="yes">t(168)=-0.49,<italic toggle="yes">p=0.69], IR [<italic toggle="yes">t(168)=0.49,<italic toggle="yes">p=0.69
toggle="yes">t(168)=-1.03,<italic toggle="yes">p=0.85], growth mindset [<italic toggle="yes">t(168)=0.59,<italic toggle="yes">p=0.72
SEM=3.6 +- 2.6 h/week, range=0-14 h/week; Table 2
E1">SqMATH=1 + Identified + Grade + (1 | DaysOff) + (1