Table 1 Ethnic and gender specificity at the beginning of the kindergarten year
From: The specificity and the development of social-emotional competence in a multi-ethnic-classroom
| Â | At the beginning | At the end | At the beginning of the kindergarten year | At the end of the kindergarten year | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
Variable | M (SD) | M (SD) | M(SD) Asian-American | M(SD) Latin-American | M(SD) Asian-American | M(SD) Latin-American | ||||
| Â | N = 65 | N = 65 | male n = 17 | female n = 10 | male n = 18 | female n = 20 | male n = 17 | female n = 10 | male n = 18 | female n = 20 |
Empathetic relation | 7.81 (2.39) | 6.96 (2.77) | 7.95 (2.34) | 7.46 (2.78) | 6.71 (1.42) | 8.44 (2.34) | 5.75 (2.63) | 7.42 (4.37) | 7.47 (1.81) | 7.76 (3.18) |
Avoidance strategies | 12.09 (5.83) | 12.82 (6.44) | 11.39 (5.85) | 10.65 (3.40) | 12.56 (5.20) | 12.65 (6.47) | 14.67 (6.01) | 11.97 (6.14) | 12.22 (6.63) | 11.90 (6.69) |
Moral themes | 14.58 (5.20) | 15.07 (5.09) | 10.90 (3.99) | 14.75 (4.44) | 14.14 (4.04) | 17.58 (4.45) | 12.21 (5.13) | 15.00 (5.29) | 14.54 (5.20) | 17.79 (4.16) |
Interpersonal conflict | 1.11 (1.39) | 0.87 (1.08) | 0.48 (0.52) | 0.80 (1.03) | 1.52 (1.67) | 1.31 (1.50) | 0.83 (1.03) | 1.05 (1.27) | 0.46 (0.64) | 1.12 (1.32) |
Dissociation codes | 1.45 (2.37) | 1.26 (2.09) | 1.37 (1.91) | 0.41 (0.71) | 2.60 (3.47) | 0.87 (1.46) | 1.24 (1.89) | 0.87 (0.71) | 1.58 (2.68) | 0.92 (1.64) |
Dysregulated aggression | 6.77 (9.41) | 5.75 (8.54) | 8.92 (9.43) | 2.74 (3.55) | 10.43 (12.48) | 3.38 (5.93) | 7.80 (8.49) | 2.32 (1.26) | 7.09 (10.39) | 2.49 (5.07) |
Narrative emotions | 6.73 (4.63) | 9.13 (5.35) | 7.68 (5.00) | 6.16 (3.60) | 7.33 (4.78) | 5.41 (3.97) | 10.24 (5.08) | 10.37 (3.60) | 9.11 (5.85) | 7.02 (5.16) |