Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds.

For social-emotional skills, a strong trend ( F (4, 30) = 2.63, p = 0.053, η2 p = 0.25, model fit BIC = 3032.24) indicated pre-test differences and post-hoc tests indicated that the drop out group ( M = 12.24, SE = 0.46) reported significantly lower social-emotional skills than the full program ( M = 13.78, SE = 0.25, p = 0.006, 95% C.I. = [−2.60, −0.48]) and the control group ( M = 13.68, SE = 0.19 , p = 0.006, 95% C.I. = [−2.45, −0.44]).

also in 954 other papers

While not reaching statistical significance, there was a trend towards a significant time x group interaction effect ( F (1,393) = 3.12, p = 0.078) and a slight trend towards a main effect of group ( F (1,20) = 3.11, p = 0.093).

also in 857 other papers