The specificity and the development of social-emotional competence in a multi-ethnic-classroom

Table 4 Ethnic and gender specificity at the end of the kindergarten year (multivariate two factorial analysis of variance).

	F (df = 1;2)^d		P (F)				Wilks-Lambda^c		p
Variable	ethnic	gender	ethnic	gender	η²_ethnic^a	η²_gender^b	ethnic	gender	ethnic	gender
							2.19	0.22	.04	.11
Empathetic relation	2.15	0.54	.15	.47	.03	.02
Avoidance strategies	1.33	0.16	.26	.69	.01	.01
Moral themes	5.09	2.59	.03	.11	.05	.07
Interpersonal conflict	0.09	0.34	.93	.56	<.01	.03
Dissociation codes	0.19	1.29	.67	.26	<.01	.01
Dysregulated aggression	0.00	5.50	.95	.02	<.01	.08
Narrative emotions	2.79	0.74	.10	.40	.04	.01

^{a, b}Effect sizes for the ethnic groups and gender specific change; ^c Exact test; ^d corrected model; Ethnic*gender interaction not significant

ISSN: 1753-2000