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Table 2 Children’s socio-emotional skills and psychological problems at baseline (T0) and 6 months (T1) by group status, means

From: Short-term effects of the “Together at School” intervention program on children’s socio-emotional skills: a cluster randomized controlled trial

  

Intervention, mean (sd)

Control, mean (sd)

 

T0

T1

T0

T1

N

 

1940–1942

1985

1594–1595

1589–1591

Total

MASCS

    
 

 Cooperation

14.79 (3.17)

15.16 (3.20)

14.90 (3.19)

15.18 (3.13)

 

 Empathy

9.44 (1.90)

9.61 (1.90)

9.52 (1.87)

9.64 (1.80)

 

SDQ

    
 

 Prosocial

6.12 (2.42)

6.36 (2.40)

6.33 (2.40)

6.49 (2.41)

 

 Total/psychological problems

6.31 (5.94)

5.94 (5.66)

5.93 (5.52)

5.69 (5.32)

N

 

972

987

757–758

743–744

Boys

MASCS

    
 

 Cooperation

14.09 (3.06)

14.35 (3.09)

14.14 (3.06)

14.45 (3.03)

 

 Empathy

8.99 (1.92)

9.12 (1.94)

9.16 (1.86)

9.25 (1.79)

 

SDQ

    
 

 Prosocial

5.36 (2.32)

5.51 (2.39)

5.48 (2.34)

5.59 (2.39)

 

 Total/psychological problems

7.95 (6.27)

7.62 (6.07)

7.30 (5.83)

7.04 (5.72)

N

 

968–970

998

837

846–847

Girls

MASCS

    
 

 Cooperation

15.49 (3.12)

15.97 (3.10)

15.60 (3.15)

15.82 (3.08)

 

 Empathy

9.88 (1.78)

10.09 (1.73)

9.84 (1.83)

9.97 (1.74)

 

SDQ

    
 

 Prosocial

6.89 (2.26)

7.20 (2.11)

7.11 (2.18)

7.29 (2.14)

 

 Total/psychological problems

4.67 (5.08)

4.27 (4.66)

4.68 (4.91)

4.51 (4.63)

  1. Theoretical ranges of the scales: MASCS/Cooperation 5–20; MASCS/Empathy 3–12; SDQ/Prosocial 0–10; SDQ/Psychological problems 0–40
  2. MASCS multisource assessment of social competence scale, SDQ strengths and difficulties questionnaire