. 2021 Jul 14;12:708157. doi: 10.3389/fpsyg.2021.708157

Table 1.

Mean, SD, t-tests, and effect sizes for teacher–student relationship, peer support at school, family support for learning and perception of school participation in students with SEN and TD.

Variable	Students with SEN (n = 340)		Students with TD (n = 680)		Group comparisons
	M	SD	M	SD	t_(df)	$η_{p}^{2}$
Teacher–student relationships	3.097	0.534	2.792	0.585	t_(735.23) = 8.323^**	0.06
Peer support at school	3.100	0.540	3.043	0.551	t₍₁₀₁₈₎ = 1.556
Family support for learning	3.461	0.600	3.433	0.560	t₍₁₀₁₈₎ = 0.724
Perception of school participation	4.107	0.786	3.771	0.855	t₍₁₀₁₈₎ = 6.068^**	0.035
Student engagement
Behavioral engagement	3.511	0.809	3.487	0.816	F_{(1, 1018)} = 0.199
Cognitive engagement	3.728	0.800	3.568	0.864	F_{(1, 1018)} = 8.145^**	0.008
Emotional engagement	4.064	0.751	3.744	0.832	F_{(1, 1018)} = 35.628^**	0.034
Social engagement	3.996	0.754	3.751	0.845	F_{(1, 1018)} = 20.480^**	0.020
Student disengagement
Behavioral disengagement	2.504	0.871	2.270	0.793	F_{(1, 1018)} = 18.383^**	0.018
Cognitive disengagement	2.551	1.084	2.243	1.018	F_{(1, 1018)} = 19.945^**	0.19
Emotional disengagement	2.555	0.955	2.580	0.956	F_{(1, 1018)} = 0.160
Social disengagement	1.959	0.913	2.026	0.927	F_{(1, 1018)} = 1.183

SEN, special educational needs; TD, typical development.

^**

p < 0.01.