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Table 4 Ethnic and gender specificity at the end 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
        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     
  1. a, bEffect sizes for the ethnic groups and gender specific change; c Exact test; d corrected model; Ethnic*gender interaction not significant