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

Table 4 Intervention effect on school children’s socio-emotional skills and psychological problems among boys. 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)

			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		14.125****	14.025****	9.136****	9.073****	5.357****	5.215****	7.433****	7.791****
	2nd grade		0.149	0.178	0.112	0.162	0.178	0.347	−0.668	−0.803
	3rd grade		−0.032	0.284	−0.050	0.106	0.161	0.453	0.535	−0.528
	Intervention		−0.193	−0.053	−0.221*	−0.077	−0.160	−0.024	0.883**	0.155
	Intervention x 2nd grade			0.032		−0.143		−0.085		0.346
	Intervention x 3rd grade			−0.651		−0.368		−0.432		2.452**
Change by time
	T1		0.261**	0.480**	0.084	0.142	0.139	0.335*	−0.275	−0.360
	Intervention x T1		0.032	−0.284	0.042	−0.129	0.029	−0.059	−0.087	0.268
	2nd grade x T1			−0.278		−0.079		−0.346		0.001
	3rd grade x T1			−0.428		−0.109		−0.270		0.280
	Intervention x 2nd grade x T1			0.311		0.244		0.129		−0.187
	Intervention x 3rd grade x T1			0.841**		0.320		0.190		−1.222**
Variance components^a
	Student level
		Intercept	7.732	7.729	2.994	2.993	4.170	4.169	32.275	32.254
		T1	4.206	4.202	1.859	1.860	2.528	2.526	10.228	10.216
	Class level
		Intercept	1.678	1.664	0.589	0.584	1.232	1.226	4.893	4.666
		T1	0.827	0.805	0.260	0.252	0.788	0.776	1.166	1.109

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