TABLE 4.
Associations Between Teachers’ Use of PATHS and the MTP Website and Children’s Social Development During Prekindergarten
| Variable | Social competence | Social problems | ||
|---|---|---|---|---|
| B | SE | B | SE | |
| Intercept | 3.88 | .02 | 2.04 | .02 |
| Fall outcome | 0.62*** | .03 | 0.72*** | .03 |
| Intervention components | ||||
| PATHS-High support | −0.04 | .06 | −0.00 | .05 |
| Frequency of PATHS lessons | 0.09*** | .03 | −0.04 | .03 |
| PATHS implementation quality | −0.10 | .10 | −0.06 | .11 |
| Hours on MTP website | 0.12* | .05 | −0.07 | .06 |
| Covariates | ||||
| Child characteristics | ||||
| Maternal education | 0.02* | .01 | −0.01 | .01 |
| Age | 0.20** | .07 | −0.06 | .07 |
| Boy | −0.11* | .04 | 0.09* | .04 |
| Non-English | −0.08 | .15 | −0.07 | .17 |
| Black | −0.05 | .04 | 0.06 | .05 |
| Hispanic | 0.08 | .07 | −0.07 | .09 |
| Other | 0.06 | .07 | −0.13 | .08 |
| Days absent | −0.01*** | .00 | 0.00 | .00 |
| Teacher characteristics | ||||
| Advanced degree | 0.12* | .05 | −0.01 | .06 |
| Years teaching | 0.00 | .00 | 0.00 | .00 |
| Authoritarian beliefs | −0.05 | .04 | −0.01 | .04 |
| Self-efficacy beliefs | 0.17** | .05 | −0.13* | .05 |
| Classroom characteristics | ||||
| No. of students | 0.00 | .01 | −0.00 | .01 |
| Proportion boys | −0.11 | .19 | 0.09 | .21 |
| Proportion LEP | 0.03 | .17 | 0.18 | .19 |
| Proportion poor | −0.15 | .11 | 0.20 | .13 |
Note. PATHS = Promoting Alternative Thinking Strategies; MTP = MyTeachingPartner; LEP = limited English proficient.
*
p ≤ .05.
**
p ≤ .01.
***
p ≤ .001.