Esther Mertens

122 | Chapter 6 also had a small positive effect on students’ interpersonal domain ( d = .15, 95% CI [.10; .19]). The magnitude of intervention effects was fairly similar for aggression, sexual health, social competence, and bullying. Interventions showed the strongest positive effects on school climate. However, this effect did not reach significance due to the small number of effect sizes for this subdomain. Table 1 Effectiveness of Interventions Targeting the Intra- and Interpersonal Domains Domains Effect sizes (k) Effect size 95% CI Intrapersonal 218 .19 .13; .25 Resilience 13 .06 -.01; .14 Self-esteem 53 .25 .11; .39 Self-regulation 33 .21 .08; .33 Wellbeing 63 .13 .08; .19 Internalizing problems 50 .19 .10; .29 Interpersonal 311 .15 .10; .19 Sexual health 61 .16 .07; .26 Social competence 63 .16 .10; .23 School climate 17 .24 -.11; .58 Aggression 84 .10 .03; .17 Bullying 82 .13 .03; .24 Figure 2. Funnel plot of effect sizes concerning the intrapersonal (left) and interpersonal (right) domains.