25. Truth table for QCA model 3 ‐ curriculum, pedagogy, and intervention emphasis.

Curriculum reflected forming alliances and monitoring symptoms	Curriculum reflected learning about asthma triggers and monitoring symptoms	Emphasised the intervention as being tailored or personalised	Emphasised developing personal responsibility as aim of the intervention	Pedagogical style focused on interactive methods	Diverse pedagogical style employed	Outcome code (based on consistency score)	Number of studies with membership in causal combination > 0.5	Consistency score with subset relationship (n=27 in each assessment); [proportional reduction in inconsistency]	Cases
0	1	1	0	0	1	1	1	1 [1]	Joseph 2013
0	1	0	1	0	0	1	1	0.938 [0.9333]	Bruzzese 2008
0	0	0	0	0	0	0	1	0.833 [0.8]	Henry 2004
0	1	0	1	0	1	0	1	0.833 [0.8]	Al‐Sheyab 2012
1	0	0	1	0	0	0	3	0.778 [0.714]	Dore‐Stites 2007; Horner 2015; Terpstra 2012
0	1	1	0	0	0	0	2	0.677 [0.523]	Berg 2004; Joseph 2010
0	0	1	0	0	0	0	2	0.604 [0.486]	Bruzzese 2004; Bruzzese 2011
0	0	0	0	0	1	0	3	0.507 [0.027]	Engelke 2013; Lee 2011; Levy 2006
1	0	0	0	0	0	0	2	0.5 [0.25]	Cicutto 2013; Gerald 2006
0	1	0	0	0	0	0	6	0.448 [0.287]	Brasler 2006; Howell 2005; Kintner 2012; Magzamen 2008; Mujuru 2011; Pike 2011
0	0	0	0	1	0	0	2	0.417 [0]	Spencer 2000; Splett 2006
0	0	0	1	0	0	0	3	0.389 [0]	Crane 2014; Kouba 2012; Langenfeld 2010

QCA: qualitative comparative analysis.