JOURNAL

QUALITY SCHOOL INTERACTIONS AND STUDENT WELL-BEING IN THE DRC
Figure 5: Predictable and Cooperative
Contexts, Treatment by Grade Moderation
NOTE: Y axis is truncated for clearer presentation.
IMPACTS ON STUDENT WELL-BEING
Victimization
We did not find a significant main effect of treatment on students’ reports
of peer victimization (see table 3, column 3), but moderation analyses revealed
significant variation in treatment effects as a function of students’ characteristics
(see table 4, column 4). School baseline victimization and student gender did not
moderate the treatment effects, but student grade and language minority status did
(see figures 6 and 7). Probing these interactions revealed that none of the subgroup
differences was statistically significant across treatment conditions (grade 2, b =
.05, p = .46; grade 3, b = -.02, p = .77; grade 4, b = -.08, p = .21; language majority, b
= -.03, p = .57; language minority, b = .12, p = .16). Thus, although the significant
interaction coefficient and figures 6 and 7 demonstrate nonequivalent treatment
slopes based on grade and language minority status, these individual treatment
effects were not significantly different from zero. Overall, the results show that the
program had differential impacts on students’ victimization, with higher-grade
and language majority students showing non-statistically significant decreases in
victimization relative to lower-grade and language minority students.
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