Skip to main content

Table 3 Intervention effect on school children’s socio-emotional skills and psychological problems, total sample. Regression estimates from multilevel models: intervention effect (Model A, term Intervention x T1) and intervention effect moderated by school grade (Model B, terms Intervention x 2nd/3rd grade x T1, 1st grade as the reference)

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

 

MASCS

SDQ

 

Cooperation

Empathy

Prosocial

Total/psychological problems

 

Model A

Model B

Model A

Model B

Model A

Model B

Model A

Model B

 

Estimate

Estimate

Estimate

Estimate

Estimate

Estimate

Estimate

Estimate

Baseline

        

 Intercept

14.948****

14.901****

9.512****

9.525****

6.238****

6.172****

6.049****

6.301****

 2nd grade

0.014

−0.028

0.070

−0.043

0.137

0.206

−0.337

−0.326

 3rd grade

−0.031

0.184

−0.018

0.075

0.246

0.391

0.138

−0.752

 Intervention

−0.273

−0.256

−0.162

−0.174

−0.271*

−0.319

0.655*

0.146

 Intervention x 2nd grade

 

0.202

 

0.131

 

0.123

 

0.062

 Intervention x 3rd grade

 

−0.409

 

−0.133

 

0.011

 

1.967**

Change by time

        

 T1

0.232**

0.358**

0.105*

0.101

0.165*

0.314**

−0.268**

−0.376*

Intervention x T1

0.146

0.050

0.060

0.046

0.065

0.113

−0.125

0.144

 2nd grade x T1

 

−0.167

 

0.082

 

−0.207

 

0.046

 3rd grade x T1

 

−0.236

 

−0.085

 

−0.266

 

0.314

Intervention x 2nd grade x T1

 

0.024

 

−0.030

 

−0.102

 

−0.155

Intervention x 3rd grade x T1

 

0.389

 

0.062

 

−0.041

 

−0.867**

Variance componentsa

        

 Student level

        

  Intercept

8.521

8.519

2.969

2.969

4.628

4.628

29.013

29.004

  T1

4.231

4.231

1.763

1.763

2.435

2.433

8.759

8.758

 Class level

        

  Intercept

1.622

1.615

0.630

0.627

1.146

1.138

4.889

4.733

  T1

0.691

0.680

0.245

0.243

0.646

0.633

0.965

0.935

  1. MASCS multisource assessment of social competence scale, SDQ strengths and difficulties questionnaire
  2. *p < 0.10, **p < 0.05, ***p < 0.01, ****p < 0.001
  3. aAll variance components were statistically significant (p < 0.001)