Effects of a Video-Guided Active Break Programme on the Self-Esteem and Socio-Emotional Well-Being of Schoolchildren with Special Educational Needs: Active Classes Project.

In contrast, the Time × Group × Reporter Type interaction did not reach statistical significance, F (1, 157) = 2.22, p = 0.139, indicating that although the patterns of change were different between teacher reports and student self-reports, these differences did not vary sufficiently between the experimental and control groups within each reporting source.

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