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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