Esther Mertens

| 123 Components of School-Based Interventions Publication Bias For both the intra- and interpersonal domains, the distribution of effect sizes appeared to be symmetrical (Egger’s regression test: Intrapersonal z = -.22, p = .826; Interpersonal z = .17, p = .862; see Figure 2), indicating that there was low risk of publication bias. Intervention Components Related to Intervention Effects Preliminary analyses. Interventions targeting students’ intrapersonal domain (see Figure 3) and those targeting students’ interpersonal domain (see Figure 4) shared many commonly used components. Most commonly used content components are teaching students social skills, emotion regulation, and insight building. Most commonly used instructional components are implementing discussions, practice, and didactic instruction. The most commonly used structural component is additional individual guidance during the intervention. Concerning methodological rigor, whether or not participants were randomized, drop-out rate, and type of comparison group were not related to effect sizes concerning the intrapersonal domain or the subdomains. Whether or not participants were randomized was related to effect sizes concerning the interpersonal domain; randomized studies yielded stronger effects. Percentage of drop-out was related to effect sizes concerning social competence; studies with lower drop-out rates yielded stronger effects. Whether or not participants were randomized and drop-out rates were also related to effect sizes concerning bullying; randomized studies and higher drop-out rates yielded stronger effects. Therefore, randomization and drop-out were added as covariates when it were significant predictors of the effect size in the moderation analyses concerning the interpersonal domain, social competence, and bullying. Intrapersonal domain. Of the eight content components, none were significantly related to intervention effects on students’ intrapersonal domain in general (see Table 2). However, there was a trend that teaching emotion regulation had weaker intervention effects on the intrapersonal domain overall, and specifically on self- esteem. For the subdomains, teaching assertiveness hadweaker effects on internalizing problems. Furthermore, there was a trend that insight building had stronger effects on resilience. Of the ten instructional components, practicing during the intervention had significantly stronger intervention effects on students’ intrapersonal domain overall. None of the other components were significantly related to intervention effects on students’ intrapersonal domain in general. Of the five structural components, none were related to intervention effects on students’ intrapersonal domain in general. For the subdomains, stronger effects were found on internalizing problems when the whole school was involved and when the intervention had more sessions. 6