Table 1 Hypotheses corresponding to each of the seven research questions described in terms of the affected outcome variable, the affecting intervention(s) or correlated predictor, the effect or relationship type, the mediating or moderating variable (if applicable), and analysis method used for hypothesis testing
Research question | Outcome variable(s) | Intervention/ Predictor | Effect | Mediator / moderator | Measure(s) | Analysis |
|---|---|---|---|---|---|---|
RQ1: Intervention effects | EF | SEMLA & DIL | Positive intervention effects | – | Selective attention difference, EF indice difference | Mixed effects modelling |
Early Maths skills | SEMLA & DIL | Positive intervention effects | – | Maths difference | Mixed effects modelling | |
Socioemotional skills | SEMLA & DIL | Positive intervention effects | – | TEC difference | Mixed effects modelling | |
Communication | SEMLA & DIL | Positive intervention effects | – | Communication indice difference | Mixed effects modelling | |
Language | SEMLA & DIL | Positive intervention effects | – | Language indice difference | Mixed effects modelling | |
RQ2: Intervention differences | Maths | SEMLA vs. DIL | Stronger effect of DIL | – | Maths difference | Planned comparisons |
EF | SEMLA vs. DIL | Differential effect | – | Selective attention difference, EF indice difference | Planned comparisons | |
Communication | SEMLA vs. DIL | Stronger effect of SEMLA | – | Communication indice difference | Planned comparisons | |
Language | SEMLA vs. DIL | Stronger effect of SEMLA | – | Language indice difference | Planned comparisons | |
RQ3: Mediating effects | Socioemotional skills | SEMLA & DIL | EF mediated effect | EF | TEC difference | Test of mediation effect |
Communication | SEMLA & DIL | EF mediated effect | EF | Communication indice difference | Test of mediation effect | |
Language | SEMLA & DIL | EF mediated effect | EF | Language indice difference | Test of mediation effect | |
Maths | SEMLA & DIL | EF mediated effect | EF | Maths difference | Test of mediation effect | |
EF | SEMLA & DIL | Language mediated effect | Language | Selective attention difference, EF indice difference | Test of mediation effect | |
EF | SEMLA & DIL | Maths mediated effect | Maths | Selective attention difference, EF indice difference | Test of mediation effect | |
RQ4: Moderating effects | EF | SEMLA & DIL | Negative SES moderation | SES | Selective attention difference, EF indice difference | Mixed effects interaction model |
Language | SEMLA & DIL | Negative SES moderation | SES | Language indice difference | Mixed effects interaction model | |
Socioemotional skills | SEMLA & DIL | Negative SES moderation | SES | TEC difference | Mixed effects interaction model | |
EF | SEMLA & DIL | Negative EF moderation | EF | EF indice | Mixed effects interaction model | |
EF | SEMLA | Positive ECERS moderation | ECERS | EF indice | Mixed effects interaction model | |
Maths | SEMLA | Positive ECERS moderation | ECERS | Maths difference | Mixed effects interaction model | |
Socioemotional skills | SEMLA | Positive ECERS moderation | ECERS | TEC difference | Mixed effects interaction model | |
Communication | SEMLA | Positive ECERS moderation | ECERS | Communication indice difference | Mixed effects interaction model | |
Language | SEMLA | Positive ECERS moderation | ECERS | Language indice difference | Mixed effects interaction model | |
RQ5: Background-outcome relationships | Selective attention | SES | Positive relationship | – | Selective attention | Correlational / mixed effects model |
EF | SES | Positive relationship | – | EF | Correlational / mixed effects model | |
Language | SES | Positive relationship | – | Language | Correlational / mixed effects model | |
Communication | Sex | Higher mean for girls | – | Communication indice | t-test / mixed effects model | |
Socioemotional skills | Sex | Higher mean for girls | – | TEC | t-test / mixed effects model | |
EF | Sex | Higer mean for girls | – | EF indice | t-test / mixed effects model | |
EF | Multilingual | Higer mean for multilinguals | – | EF indice | t-test / mixed effects model | |
Maths | Other L1 | Higher mean for Swedish L1 children | – | Maths | t-test / mixed effects model | |
Socioemotional skills | Language | Positive relationship | – | TEC | Correlational / mixed effects model | |
RQ6: Background relationships | Preschool time | Preschool start | Negative relationship | – | Preschool time | Correlation / mixed model |
SECDI | Age | Positive relationship | – | SECDI | Correlation / mixed model | |
Preschool start | Other L1 | Higher mean for Swedish L2 children | – | Preschool start | t-test / mixed-model | |
Preschool time | SES | Positive relationship | – | Preschool time | Correlation / mixed model | |
SES | Multilingual | Higher mean for Swedish L1 children | – | SES | t-test / mixed-model | |
SECDI | SES | Positive relationship | – | SECDI | Correlation / mixed model | |
RQ7: Intervention effect differences | EF | SEMLA vs. DIL | Less variation in DIL | – | Selective attention difference, EF indice difference | F-test of variance equality |
Early Maths skills | SEMLA vs. DIL | Less variation in DIL | – | Maths difference | F-test of variance equality | |
Socioemotional skills | SEMLA vs. DIL | Less variation in DIL | – | TEC difference | F-test of variance equality | |
Communication | SEMLA vs. DIL | Less variation in DIL | – | Communication indice difference | F-test of variance equality | |
Language | SEMLA vs. DIL | Less variation in DIL | – | Language indice difference | F-test of variance equality |