Sentence examples for problem-solving score from inspiring English sources

A negative correlation found between the problem-solving score and the LF/HF ratio indicates that higher physiological arousal during the problem-solving task was accompanied by lower problem-solving performance.

The problem-solving score shows a significantly negative association with the baseline-corrected and person-aggregated LF/HF ratio (r = −.52, p = .028).028

Concerning the assumed relation between stress and problem-solving performance, hypothesis H3 can be confirmed for the significantly negative association between the LF/HF ratio and the problem-solving score.

To test the Moderation-Hypothesis, we specified regression models with students' problem-solving score as the outcome and math and science scores as predictors for each of the 41 countries.

There was no significant treatment effect for impulsivity/carelessness style or the total problem-solving score, thus not supporting the improvement on these scales reported previously when a similar program was delivered to high risk personality disordered patients [ 45].

We confirmed this prediction and demonstrate that neither age nor motivational level significantly influenced problem-solving scores.

To this end, we employed linear regression and path analysis with students' problem-solving scores as outcomes, math-science coherence (i.e., r[M,S]) as predictor, and country characteristics as potential confounders.

As a result of the moderator analysis, we know that countries not only differ in regard to their average problem-solving scores and level of coherence between math and science, countries also differ in the strengths with which math-science coherence predicts problem solving scores.

Results of the research indicate that there was a statistically significant difference in objective problem-solving ability scores of CBL group demonstrating higher scores.

One interpretation of the data is that the select improvement in the problem-solving test scores of BIOC students was due to their exposure to PBL exercises, which were not administered to other students.

To assess differences in learning outcomes of the three conditions, analyses of covariance (ANCOVAs) were conducted on the conceptual knowledge and problem-solving performance scores on the post-test, with pre-test conceptual knowledge and problem-solving performance as covariates, respectively.