How Banking Time intervention works in Turkish preschool classrooms for enhancing student–teacher relationships

International Journal of Child Care and Education Policy

Table 1 ANOVA for repeated measures based on pretest–posttest mean scores of experimental and control groups children for SPI

	Wilk’s Λ	F	df	p
SPI-1
Pre–posttest	0.991	0.836	1.91	0.363
Pre–posttest × experimental–control	0.945	5.334*	1.91	0.023
SPI-2
Pre–posttest	0.955	4.313*	1.91	0.041
Pre–posttest × experimental–control	0.988	1.115	1.91	0.294
SPI-3
Pre–posttest	1.000	0.002	1.91	0.961
Pre–posttest × experimental–control	0.931	6.792*	1.91	0.011
SPI-4
Pre–posttest	1.000	0.040	1.91	0.841
Pre–posttest × experimental–control	0.983	1.548	1.91	0.217
SPI-5
Pre–posttest	1.000	0.001	1.91	0.978
Pre–posttest × experimental–control	0.976	2.240	1.91	0.138
SPI-6
Pre–posttest	0.983	1.615	1.91	0.207
Pre–posttest × experimental–control	0.964	3.351	1.91	0.070
SPI-7
Pre–posttest	0.956	4.211*	1.91	0.043
Pre–posttest × experimental–control	0.973	2.483	1.91	0.119
SPI-8
Pre–posttest	0.950	4.743*	1.91	0.032
Pre–posttest × experimental–control	0.975	2.357	1.91	0.128
SPI-T
Pre–posttest	0.963	3.487	1.91	0.065
Pre–posttest × experimental–control	0.882	2.153**	1.91	0.001