Esther Mertens

132 | Chapter 6 Table 3 Continued. Component Interpersonal a Sexual health Social competence b School climate Aggression Bullying c #ES ES B #ES ES B #ES ES B #ES ES B #ES ES B #ES ES B Structural components Parental involvement Yes 62 .12 .05 16 .11 -.06 5 .03 -.18 6 .63 .57 † 16 .10 -.01 19 .20 .12 No 249 .07 45 .17 58 .20 11 .06 68 .10 63 .09 Whole school involved Yes 52 .09 .02 19 .06 -.13 6 .03 -.18 4 .98 .94 ** 9 .14 .03 13 .35 .32 ** No 259 .08 42 .19 57 .20 13 .04 75 .11 69 .03 Individual part Yes 56 .10 .02 7 .06 -.13 5 .13 -.06 6 .62 .63 * 14 .24 .17 † 24 .11 -.05 No 255 .08 54 .19 58 .20 11 -.02 70 .07 58 .15 Number of sessions I .07 .01 .11 -.14 .22 .16 .16 .16 .11 .04 -.09 .20 ** Number of components I .07 .03 .16 -.03 .19 .02 .24 -.02 .10 .02 .16 .10 † Note. ES = effect size; B =meta-regression coefficient; I = intercept; a Analyses corrected for ‘randomization’, except the analysis concerning ‘problem solving.’; b Analyses corrected for ‘drop-out’, except the analyses concerning ‘problem solving’, ‘self-efficacy’, ‘didactic instruction’, ‘practice’, ‘goal setting’, and ‘(self-)monitoring.’; c Analysis concerning ‘insight building’ corrected for ‘drop-out’, analyses concerning ‘practice’, ‘discussion’, and ‘number of sessions’ corrected for ‘randomization.’; Differences in effect sizes between interventions with and without that component significant at level of † p < .10; * p < .05; ** p < .01.