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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