| | | |
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 componentsa
| | | | | | | | |
|
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)
