Table 5 Intervention effect on school children’s socio-emotional skills and psychological problems among girls. Regression estimates from multilevel models: intervention effect (Model A, term Intervention x T1) and intervention effect moderated by school grade (Model B, terms Intervention x 2nd/3rd grade x T1, 1st grade as the reference)
MASCS | SDQ | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
Cooperation | Empathy | Prosocial | Total/psychological problems | |||||||
Model A | Model B | Model A | Model B | Model A | Model B | Model A | Model B | |||
Estimate | Estimate | Estimate | Estimate | Estimate | Estimate | Estimate | Estimate | |||
Baseline | ||||||||||
Intercept | 15.736**** | 15.681**** | 9.889**** | 9.931**** | 7.024**** | 6.971**** | 4.706**** | 4.973**** | ||
2nd grade | −0.288 | −0.303 | −0.077 | −0.255 | 0.030 | 0.103 | 0.228 | 0.153 | ||
3rd grade | −0.106 | 0.103 | −0.037 | 0.034 | 0.301 | 0.393 | −0.142 | −0.976 | ||
Intervention | −0.170 | −0.171 | −0.004 | −0.090 | −0.223 | −0.332 | 0.050 | −0.460 | ||
Intervention x 2nd grade | 0.207 | 0.233 | 0.138 | 0.245 | ||||||
Intervention x 3rd grade | −0.344 | 0.027 | 0.250 | 1.634* | ||||||
Change by time | ||||||||||
T1 | 0.209* | 0.254 | 0.118 | 0.063 | 0.172* | 0.243 | −0.261* | −0.369 | ||
Intervention x T1 | 0.251 | 0.378 | 0.086 | 0.200 | 0.118 | 0.338 | −0.125 | 0.063 | ||
2nd grade x T1 | −0.095 | 0.203 | −0.035 | 0.001 | ||||||
3rd grade x T1 | −0.042 | −0.056 | −0.204 | 0.335 | ||||||
Intervention x 2nd grade x T1 | −0.224 | −0.224 | −0.387 | −0.109 | ||||||
Intervention x 3rd grade x T1 | −0.109 | −0.189 | −0.311 | −0.538 | ||||||
Variance componentsa | ||||||||||
Student level | ||||||||||
Intercept | 8.015 | 8.014 | 2.610 | 2.612 | 3.687 | 3.690 | 22.086 | 22.062 | ||
T1 | 4.065 | 4.065 | 1.590 | 1.589 | 2.243 | 2.241 | 7.281 | 7.283 | ||
Class level | ||||||||||
Intercept | 1.787 | 1.778 | 0.649 | 0.638 | 1.206 | 1.187 | 3.563 | 3.503 | ||
T1 | 0.769 | 0.756 | 0.315 | 0.306 | 0.639 | 0.613 | 0.840 | 0.824 | ||