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

Table 5 Intervention effect on school children’s socio-emotional skills and psychological problems among girls. 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			15.736****	15.681****	9.889****	9.931****	7.024****	6.971****	4.706****	4.973****
2nd grade			−0.288	−0.303	−0.077	−0.255	0.030	0.103	0.228	0.153
3rd grade			−0.106	0.103	−0.037	0.034	0.301	0.393	−0.142	−0.976
Intervention			−0.170	−0.171	−0.004	−0.090	−0.223	−0.332	0.050	−0.460
Intervention x 2nd grade				0.207		0.233		0.138		0.245
Intervention x 3rd grade				−0.344		0.027		0.250		1.634*
Change by time
	T1		0.209*	0.254	0.118	0.063	0.172*	0.243	−0.261*	−0.369
	Intervention x T1		0.251	0.378	0.086	0.200	0.118	0.338	−0.125	0.063
	2nd grade x T1			−0.095		0.203		−0.035		0.001
	3rd grade x T1			−0.042		−0.056		−0.204		0.335
	Intervention x 2nd grade x T1			−0.224		−0.224		−0.387		−0.109
	Intervention x 3rd grade x T1			−0.109		−0.189		−0.311		−0.538
Variance components^a
Student level
		Intercept	8.015	8.014	2.610	2.612	3.687	3.690	22.086	22.062
		T1	4.065	4.065	1.590	1.589	2.243	2.241	7.281	7.283
Class level
		Intercept	1.787	1.778	0.649	0.638	1.206	1.187	3.563	3.503
		T1	0.769	0.756	0.315	0.306	0.639	0.613	0.840	0.824

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)