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The third SDT dimension, student perception of relatedness support, was assessed using four items to ask whether students learn how to collaborate in class (e.g., "In Accounting, we learn how to help each other in order to gain a better understanding of the materials").
Branch support was assessed using the bootstrap [135] with default settings in PAUP.
Clade support was assessed using bootstrap analyses and Bremer support analyses as described above.
Nodal support was assessed using the bootstrap procedure [96] with 1,000 replicates.
Internal support was assessed using 5,000,000 bootstrap (BS) replicates [fast stepwise-addition, 60].
A reverse transcriptase (RT) relatedness tree was assembled using ClustalX with the neighbor joining algorithm, and nodal support was assessed using 10,000 bootstrap replicates.
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Experience of stressful life events during the six months period prior to assessment and social support were assessed using the List of Threatening Experiences (LTE) [ 27] and the Oslo 3-item Social Support Scale (OSS) [ 28] respectively.
The observers' global assessments of the quantity and quality of the support were assessed using two Likert scale responses included in the postnatal data outcomes sheet.
Social support is assessed using the 15-item social support for exercise habits scale [ 61].
Supervisor support and coworker support were assessed using three-item, four-point Likert-type scales.
Social support is assessed using a 7-item scale developed for this study.
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