Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

(∆R 2 step two = .01, ns). Only pre-intervention AKT affective perspective taking scores
significantly predicted post-intervention AKT affective perspective taking scores,
indicating that post-intervention scores increased as pre-intervention scores increased
(= .37, t (113) = 3.59, p < .001; see Table 31).
Social skills. To test the effects of the intervention in enhancing children‘s social
skills, three hierarchical regression analyses were conducted, each including the
following independent variables in the following sequential steps: (1) children‘s pre-
intervention MPAC Productive, Negative/Frustrated, or Positive aggregate scores and the
effect code for experimental group assignment; and (2) variables representing the
interactions of children‘s pre-intervention scores and the effect code for experimental
group assignment. Children‘s post-intervention MPAC Productive, Negative/Frustrated,
or Positive aggregate scores were included as the dependent variables.
Regarding productiveness, results revealed that interactions of the effect code and
pre-intervention MPAC Productive aggregate scores together did not predict post-
intervention MPAC Productive aggregate scores after partialing the effects of pre-
intervention MPAC Productive aggregate scores and the effect code (∆R 2 step two = .00, ns).
Regarding negativity and frustration, results revealed that interactions of the
effect code and pre-intervention MPAC Negative/Frustrated aggregate scores together
did not predict post-intervention MPAC Negative/Frustrated aggregate scores after
partialing the effects of pre-intervention MPAC Negative/Frustrated aggregate scores and
the effect code (∆R 2 step two = .00, ns). Only pre-intervention MPAC Negative/Frustrated
aggregate scores significantly predicted post-intervention MPAC Negative/Frustrated
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