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Table 3 Ethnic and gender specificity at the beginning of the kindergarten year (multivariate two factorial analysis of variance).

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

  F (df = 1;2)d p (F)    Wilks-Lambdac p
Variable ethnic gender ethnic gender η2ethnica η2genderb ethnic gender ethnic gender
        0.78 0.71 .04 <.01
Empathetic relation 0.03 0.79 .38 .47 <.01 .02     
Avoidance strategies 1.17 0.18 .29 .67 .02 <.01     
Moral themes 5.29 6.20 .03 .02 .11 .15     
Interpersonal conflict 2.55 0.13 .12 .72 .08 <.01     
Dissociation codes 1.18 3.80 .28 .05 .04 .09     
Dysregulated aggression 0.01 5.48 .92 .02 <.01 .13     
Narrative emotions 1.06 0.32 .31 .57 <.01 .04     
  1. a, bEffect sizes for the ethnic groups and gender specific change; c Exact test; d corrected model; Ethnic*gender interaction not significant