## 3 Results
### Attention Span
#### 3.1.2 SAT Assessment Test Results  
The pre-test scores and post-test scores showed that the mean of the pre-test is 8.53, the standard deviation is 0.78, and the standard error is 0.12; the mean of the post-test is 9.68, the standard deviation is 0.99, and the standard error is 0.16 (Table 8) (Figure 5). The paired sample correlation showed that there was a significant difference (\(p<0.05\)) (Table 9). The paired sample \(t\)-test result showed that there was a significant difference (\(p<0.001\)) (Table 10). The mixed repeated-measure ANOVA results were significantly different in the pre-post-test, F [1; 32] = 128.242, \(p<0.001\); difficulty, F [1; 32] = 15.515, \(p<0.001\); pressure, F [1; 32] = 40.97, \(p<0.001\); and the interaction effect of difficulty and pressure, F [1; 32] = 8.727, \(p<0.01\) (Table 11). Table 12 shows the mean of scores and other details of three independent variables (difficulty, pressure, and pre/post-test) with 2 levels in SAT. \begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline  & **N** & **Correlation** & **Sig.** \\ \hline SAT Pre/Post-test & 40 & 0.322 & 0.043 \({}^{*}\) \\ \hline \hline \end{tabular} Note: \({}^{*}p<0.05\).  
\end{table} 
Table 10: Paired sample test of SAT. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & **Mean** & **SD** & **SE** & **Lower** & **Upper** & **t** & **df** & **Sig. (2-Tailed)** \\ \hline SAT Pre/Post-test & \(-1.15\) & \(1.05\) & \(0.17\) & \(-1.49\) & \(-0.81\) & \(-6.919\) & \(39\) & \(0.000\)\({}^{***}\) \\ \hline \hline \end{tabular} Note: \({}^{***}p<0.001\); SD, standard deviation; SE, standard error.  
\end{table} 
Table 10: Paired sample test of SAT. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline  & **Type III** & **Mean** & **F** & **Sig.** & **Partial** \\
**Source (SAT)** & **Sum of** & **df** & **Square** & **F** & **Sig.** & **Eta** \\  & **Squares** & & & & & & **Squared** \\ \hline Pre/Post-Test & 26.450 & 1 & 26.450 & 128.242 & 0.000 \({}^{***}\) & 0.800 \\ Pre/Post-Test \({}^{*}\) Difficulty & 3.200 & 1 & 3.200 & 15.515 & 0.000 \({}^{***}\) & 0.327 \\ Pre/Post-Test \({}^{*}\) Pressure & 8.450 & 1 & 8.450 & 40.970 & 0.000 \({}^{***}\) & 0.561 \\ Pre/Post-Test \({}^{*}\) Competition & 0.800 & 1 & 0.800 & 3.879 & 0.058 & 0.108 \\ Pre/Post-Test \({}^{*}\) Difficulty \({}^{*}\) & 1.800 & 1 & 1.800 & 8.727 & 0.006 \({}^{**}\) & 0.214 \\ Pressure & & & & & & \\ Pre/Post-Test \({}^{*}\) Difficulty \({}^{*}\) & 0.050 & 1 & 0.050 & 0.242 & 0.626 & 0.008 \\ Competition & & & & & & \\ Pre/Post-Test \({}^{*}\) Pressure \({}^{*}\) Competition & 0.200 & 1 & 0.200 & 0.970 & 0.332 & 0.029 \\ Pre/Post-Test \({}^{*}\) Difficulty \({}^{*}\) & & & & & & \\ Pressure \({}^{*}\) Competition & 0.450 & 1 & 0.450 & 2.182 & 0.149 & 0.064 \\ \hline \hline \end{tabular} Note: \({}^{**}p<0.001\); \({}^{***}p<0.001\).  
\end{table} 
Table 11: Tests of within-subject effects of SAT. Figure 8A shows two separate lines, and they are not parallel due to the different slopes. The blue line slopes. The blue line is steeper than the green line. So, there was an exponential interaction of pre/post-test * pressure in the SAT. The interaction of pre/post-test * difficulty with pressure condition (Figure 9A) shows two separate lines, and they are not parallel due to the different slopes. The blue line is steeper than the green line. So, there was an exponential interaction of pre/post-test * difficulty in the SAT. The interaction of pre/post-test * difficulty without the pressure condition (Figure 9B) shows two lines intersecting each other, and they are not parallel due to the different direction. So, there was an antagonistic interaction of pre/post-test * difficulty in the SAT. However, the forms of these two interaction graphs were different from each other (with and without pressure), indicating that the interaction of pre/post-test * difficulty had different effects on the dependent variable at different levels of the pressure factor, which showed that there was a three-factor interaction effect.