delta CFI>0.01, delta RMSEA>0.015, delta AIC>10
delta CFI=0.033, delta RMSEA=0.036, delta AIC=101.765
delta CFI=0.039, delta RMSEA=0.047, delta AIC=118.458

Social Distancing and COVID-19: Factors Associated With Compliance With Social Distancing Norms in Spain

point Likert scale from 0 'Strongly disagree'-10 'Strongly agree;' alpha=0.774
point Likert scale from 0 'Completely disagree'-10 'Completely agree'; alpha=0.904
an 11 point scale from 0 ('Completely disagree')-10 ('Completely agree'; alpha=0.893

To Do or Not to Do... Primary Health Care Professionals Experiences With Mothers With Children Born of Sexual Violence

VR Health Experience: A Virtual Space for Arts and Psychomotor Therapy

Relationship Between Chinese Adolescents' Sleep Status and Problem Behaviors: The Mediating Role of Mental Health

seemingly uncorrelated regression estimation method

toggle="yes">H 0 :<italic toggle="yes">a<italic toggle="yes">b=0

Prevalence and Risk Factors of Home Quarantine Strategy Implementation Among Chinese Residents During the Coronavirus Disease 2019 Pandemic

toggle="yes">SD=10.6), 27.1 (<italic toggle="yes">SD=8.0), & 66.1 (<italic toggle="yes">SD=12.3
toggle="yes">OR=1.1, 95% CI=1.1 ~ 1.2), had better resilience (<italic toggle="yes">OR=1.4, 95% CI=1.1 ~ 2.0

Applying Fuzzy Fault Tree Method to Evaluate the Reliability of College Classroom Teaching

classroom teaching quality involves dynamic analysis

Regulatory Focus, Boundaryless Mindset, and Creativity Among Chinese College Students: A Trait Activation Perspective

structural equation model analysis method

Psycho-Linguistic Changes Associated With Historical Celebrities in Henan Using Classical Chinese Big Data

A Structural Equation Model of Self-Regulation and Healthy Habits as an Individual Protective Tool in the Context of Epidemics-Evidence From COVID-19

combination of exploratory factor analysis

tive fit index CFI<0.90, normed fit index NFI<0.95
RMSEA<0.08 Hooper et al., 2008; Kline, 2015

Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers' Emotional Labor Strategies