Short-Term Outcomes of a Social and Emotional Learning Program: Gender-Specific Patterns in Early Adolescents

The interaction was only marginally significant for Academic Performance (F (57,1) = 3.3, p = 0.075, η 2 p = 0.055, observed power 0.43), albeit with a similar pattern, with an improvement in males and a worsening in females, which was also observed for Subjective Feelings and Leisure Activities, although it did not approach statistical significance (probably because of the small number of females).

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