The intellectual problem, however, is that the direction of the effects differs among "minority" groups.
The direction of the effects was similar under scenarios A2 and B2, but the magnitude was smaller.
Overall, the direction of the effects outlined in the previous section remains unchanged (see model 1 in Table 3).
However, the results showed that the OLS results might be biased, and the negative direction of the effects of friends is uncertain.
While polarity specific effects have often been reported, this is not always the case, and variability in both the magnitude and direction of the effects have been observed.
Most research investigating the relation between perceived teacher support and self-regulated learning (SRL) is cross-sectional, and little is known about the direction of the effects.
There is a lack of longitudinal research concerning the development and the direction of the effects of team commitment over time.
The differences we detected were not dependent on either the direction of the effects (inhibition or stimulation) or on the test organisms, which represented different habitats and exposure pathways.
This longitudinal study investigated the direction of the effects between students' perceptions of autonomy support and social support from teacher on two behavioural aspects of SRL: delay of gratification and metacognitive strategy use.
Analysis of variance is an appropriate method for analyzing the resulting data from such experiments, and enables engineers to estimate both magnitude and direction of the effects of factors.
Due to the consistency in the direction of the effects, this might be considered a stronger case for replication.
