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

Table 3 Ethnic and gender specificity at the beginning 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
							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

^{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