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Table 2 ANOVA for repeated measures based on pretest–posttest mean scores of experimental and control groups teachers for STRS

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

  Wilk’s Λ F df p
STRS-conflict
 Pre–posttest 0.751 30.144** 1.91 0.000
 Pre–posttest × experimental–control 0.989 1.044 1.91 0.310
STRS-closeness
 Pre–posttest 0.796 23.314** 1.91 0.000
 Pre–posttest × experimental–control 0.992 0.776 1.91 0.381
STRS-dependency
 Pre–posttest 0.905 9.548** 1.91 0.003
 Pre–posttest × experimental–control 0.985 1.397 1.91 0.240
STRS-total
 Pre–posttest 0.648 49.441** 1.91 0.000
 Pre–posttest × experimental–control 0.995 0.415 1.91 0.521
  1. ** p < 0.01