TABLE 4.

Findings from the LMM analysis^a

Predictor	Self-perception					Social perception					Disgust					Psychological distance
	β	SE	df	T	p	β	SE	df	T	p	β	SE	df	T	p	β	SE	df	T	p
Intercept	2.86	0.11	4	24.86	<0.001	2.59	0.05	195	54.80	<0.001	3.52	0.10	4	37.03	<0.001	230.13	0.06	194	39.164	<0.001
Treatment (T)	—	—	—	—	—	—	—	—	—	—	−0.16	0.05	190	−3.31	<0.01	—	—	—	—	—
Teaching Intervention (TI)	−0.27	0.04	195	−6.85	<0.001	—	—	—	—	—	−0.02	0.02	194	−0.84	0.40	0.19	0.04	194	5.282	<0.001
Gender (G)	—	—	—	—	—	—	—	—	—	—	−0.17	0.05	193	−3.49	<0.001	0.17	0.06	194	2.947	0.004
T * TI	—	—	—	—	—	—	—	—	—	—	0.11	0.02	194	4.62	<0.001	—	—	—	—	—
T * G	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—
TI * G	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	−0.08	0.04	194	−2.235	0.027
T * TI * G	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—	—

^aEffects of teaching intervention (pretest vs. posttest), treatment (live bed bugs vs. picture), and gender (male vs. female) on stigma: self-perception; stigma: social perception; disgust; and psychological distance. The teaching intervention significantly affected stigma related to self-perception (β = −0.027, SE = 0.04) but not stigma related to social perception (not explained by any of the independent variables in the model). The significant effect of the treatment × teaching intervention for disgust (β = 0.11, SE = 0.02) explained that disgust was reduced in the experimental group with live bed bugs but not in the control group with pictures. The significant effect of teaching intervention × gender on psychological distance (β = −0.08, SE = 0.04) indicated that for females, the intervention decreased psychological distance more strongly than for males.