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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