Drawing techniques as tools for the evaluation of scholastic integration and emotional components in primary and secondary school: A cross-sectional study.

However, this difference is only nearly significant ( F = 3.752; p > 0.05) with a small effect size ( d = 0.10), whereas, as regards the relationship with teacher score, significant differences were found with primary school children that score better than secondary school children ( F = 7.647; p < 0.01) with small effect size ( d = 0.14).

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