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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)

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

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

  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)