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Table 6 Intervention effect on school children’s socio-emotional skills and psychological problems moderated by intervention dosage, regression estimates from multilevel models. Intervention effect moderated by levels of intervention dosage (intensity) with control group as the reference: terms Intervention below/intended intensity x T1

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
   Estimate Estimate Estimate Estimate
Total     
Baseline     
  Intercept 14.949**** 9.513**** 6.238**** 6.034****
  2nd grade 0.008 0.069 0.136 −0.288
  3rd grade −0.030 −0.017 0.247 0.130
  Intervention below intended intensity −0.255 −0.152 −0.237 0.788**
  Intervention as intended −0.326 −0.195 −0.388 0.123
Change by time     
  T1 0.232** 0.105* 0.165* −0.268**
  Intervention below intended intensity x T1 0.068 0.031 −0.008 −0.069
  Intervention as intended x T1 0.421** 0.162 0.326* −0.324
Boys     
Baseline     
  Intercept 14.128**** 9.135**** 5.357**** 7.412****
  2nd grade 0.141 0.112 0.178 −0.601
  3rd grade −0.030 −0.050 0.162 0.525
  Intervention below intended intensity −0.197 −0.200 −0.137 1.089**
  Intervention as intended −0.170 −0.297 −0.237 0.060
Change by time     
  T1 0.261** 0.084 0.139 −0.276*
  Intervention below intended intensity x T1 −0.019 0.003 −0.032 −0.009
  Intervention as intended x T1 0.219 0.182 0.249 −0.372
Girls     
Baseline     
  Intercept 15.736**** 9.890**** 7.023**** 4.700****
  2nd grade −0.290 −0.080 0.031 0.247
  3rd grade −0.104 −0.036 0.303 −0.145
  Intervention below intended intensity −0.132 −0.003 −0.174 0.093
  Intervention as intended −0.289 −0.006 −0.384 −0.122
Change by time     
  T1 0.209* 0.118 0.172* −0.261*
  Intervention below intended intensity x T1 0.152 0.066 0.033 −0.089
  Intervention as intended x T1 0.586** 0.153 0.404* −0.246
  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. Note: Variance components at student and class levels (not shown) were all significant (p < 0.001)