Esther Mertens

| 103 Classmate Influence in Intervention Table 2 Mediation Effects Modeling and Reinforcement at Classroom Level Modeling Reinforcement Path a Path b Indirect effect Path a Path b Indirect effect B (SE) 95% CI B (SE) 95% CI Effect (SE) 95% CI B (SE) 95% CI B (SE) 95% CI Effect (SE) 95% CI Model 1 Comfort Deviant -.00 (.03) -.06; .06 .06 (.36) -.64; .76 .00 (.00) -.00; .00 -.06 (.07) -.19; .07 -.26 (.43) -1.11; .59 .02 (.03) -.04; .07 Prosocial .02 (.01) -.00; .04 .41 (.92) -1.40; 2.21 .01 (.02) -.02; .04 .07 (.07) -.07; .21 -.10 (.31) -.71; .52 -.01 (.02) -.05; .04 Model 2 Cohesion Deviant -.00 (.03) -.06; .06 -.31 (.41) -1.11; .48 .00 (.01) -.02; .02 -.06 (.06) -.17; .05 -.21 (.34) -.88; .45 .01 (.02) -.03; .06 Prosocial .01 (.01) -.01; .03 .39 (.76) -1.10; 1.88 .01 (.01) -.02; .03 .06 (.05) -.04; .16 .00 (.36) -.71; .72 .00 (.02) -.04; .04 Model 3 Conflict Deviant .00 (.03) -.06; .06 -.02 (.50) -.99; .95 .00 (.00) -.00; .00 -.07 (.06) -.17; .04 .33 (.44) -.53; 1.18 -.02 (.03) -.08; .04 Prosocial .02 (.01) -.01; .04 -.51 (.91) -2.30; 1.28 -.01 (.01) -.04; .02 .06 (.05) -.03; .16 .12 (.29) -.45; .69 .01 (.02) -.03; .04 Model 4 Victimization Deviant -.00 (.03) -.06; .06 -.15 (.48) -1.09; .80 .00 (.00) -.01; .01 -.05 (.08) -.20; .11 .21 (.46) -.69; 1.10 -.01 (.02) -.05; .03 Prosocial .01 (.01) -.01; .04 -1.86 (.70) ** -3.23; -.49 -.03 (.02) -.07; .02 .06 (.36) -.90; 7.75 -.27 (.25) -.76; .21 -.02 (.10) -.22; .19 Note. Path a: Condition → Modeling/Reinforcement; Path b: Modeling/reinforcement → Outcome; * p < .05 ** p < .01. 5