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. 2021 Jun 18;48(6):844–864. doi: 10.1177/01461672211020193

Figure 4.

Figure 4.

Model results for the four value dimensions, using the boys sample only, separately considering girl and boy peer effects. Effect sizes are standardized. Analyses were conducted while controlling for values in Time 1 and school size (number of teachers). The model also included intercorrelations among the residuals of children’s values and among the residuals of children’s behaviors. Solid lines and bold font represent statistically significant effects: *<.05. **<.01.