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Table 5 Changes in social-emotional competence.

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

 

F (df = 1; 2)c

p(F)

   
 

time

ethnic

gender

time*

ethnic

time*

gender

time*

ethnic*gender

time

ethnic

gender

time*

ethnic

time*

gender

time*

ethnic*gender

η2time

η2ethnica

η2genderb

Empathetic relation

1.70

1.05

1.37

1.48

0.00

1.30

.20

.31

.25

.23

.98

.26

.03

.02

.03

Avoidance strategies

1.03

<.01

0.14

4.85

0.00

0.17

.31

.99

.71

.03

.97

.68

.02

<.01

<.01

Moral themes

0.11

7.82

6.30

0.00

0.50

.30

.74

.01

.02

.99

.48

.59

<.01

.13

.11

Interpersonal conflict

2.52

1.35

.31

2.16

0.00

5.17

.12

.25

.58

.15

.99

.03

.05

.03

.01

Dissociation codes

0.56

0.88

2.87

0.63

1.08

1.03

.46

.35

.10

.43

.30

.32

.01

.02

.05

Dysregulated aggression

1.43

0.04

6.20

0.00

0.06

.67

.24

.85

.02

.96

.81

.42

.03

<.01

.11

Narrative emotions

12.95

1.99

0.47

0.79

0.17

.00

.00

.16

.50

.38

.68

.94

.20

.04

.01

  1. A three factorial (time, gender, ethnicity) univariate analysis of variance with repeated measurement.
  2. a, bEffect sizes for the time, ethnic and gender specific change; c Greenhouse-Geisser corrected; (M and SD see Table 1); Ethnic*gender interaction not significant
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Child and Adolescent Psychiatry and Mental Health

ISSN: 1753-2000