Niger Year 1 Deidentified Data (2016-2017) (doi:10.7910/DVN/TVXIEW)

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Part 1: Document Description
Part 2: Study Description
Part 3: Data Files Description
Part 4: Variable Description
Part 5: Other Study-Related Materials
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Niger Year 1 Deidentified Data (2016-2017)

doi:10.7910/DVN/TVXIEW

Harvard Dataverse

2022-01-31

2

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; Annan, Jeannie, 2022, "Niger Year 1 Deidentified Data (2016-2017)", https://doi.org/10.7910/DVN/TVXIEW, Harvard Dataverse, V2, UNF:6:ft55utdAwpOcZIMcBialMQ== [fileUNF]

Niger Year 1 Deidentified Data (2016-2017)

doi:10.7910/DVN/TVXIEW

Aber, John Lawrence (New York University)

Brown, Lindsay (New York University)

Dolan, Carly Tubbs (New York University)

Kim, Ha Yeon (New York University)

Annan, Jeannie (International Rescue Committee)

Anker, Patrick

Woulfin, Daniel

International Rescue Committee, IRC

Dubai Cares

NYU Abu Dhabi Research Institute

Global TIES for Children

International Rescue Committee

R

Harvard Dataverse

Global TIES for Children

Woulfin, Daniel

Woulfin, Daniel

2022-01-30

2022-01-31

Education in Emergencies: Evidence for Action (3EA)

The International Rescue Committee (IRC) and NYU Global TIES for Children (NYU-TIES) have a strategic research-practice partnership that brings together quality education programs with rigorous research to provide the humanitarian field with a deeper, evidence-based understanding of efforts to improve academic and social-emotional learning (SEL) outcomes for children in fragile contexts. This partnership strives to build evidence about what works, for whom, under what conditions and at what cost.

https://doi.org/10.7910/DVN/TVXIEW

Social Sciences, Education in Emergencies, Refugee Education, Social Emotional Learning, Cluster Randomized Trial, Mental Health, Learning in a Healing Classroom, Mindfulness, Brain Games, Tutoring in a Healing Classroom, Western Africa, Primary Education

To generate the evidence needed to understand, improve and share what works to help refugee children learn and succeed in school, the International Rescue Committee (IRC) and NYU Global TIES for Children (TIES/NYU) established a strategic partnership, the Evidence for Action: Education in Emergencies (3EA) initiative. 3EA in Niger was designed and delivered to help strengthen the public education system in Niger and to serve refugee, IDP and host community children in the hard-hit Diffa region. It strove to achieve this through a remedial tutoring program infused with climate-targeted social-emotional learning (SEL) principles and practices (Tutoring in a Healing Classrooms), and adding skill-targeted SEL interventions (Mindfulness activities, Brain Games). Each year, the program was designed to be implemented with approximately 2000 students in second to fourth grades attending 30 Nigerien public schools across Diffa. Ninety tutors were enlisted per year to serve this group with each tutoring class averaging about 20 students. A series of cluster randomized control trials over the course of two years were held to evaluate the effectiveness of the HCT and skill-targeted SEL programming. This dataset does not contain treatment indicators. Please contact the authors for access if interested in using those variables.

2016-2017

2016-2017

Niger

Individual

individuals

classrooms

schools

Survey Data

Longitudinal: Cohort/Event-based

International Rescue Committee

Data were collected three times across the program year, 2016-2017: December 2016 (Time 1, pre-intervention); Late February to early March 2017 (Time 2, at the end of the Cycle 1 program implementation); and May 2017 (Time 3, at the end of the Cycle 2 program implementation).

Cluster Randomized Controlled Trial

Face-to-face interview: Computer-assisted (CAPI/CAMI)

Structured questionnaire

None

consistency checking across assessments through verification, wildcode checking

Access is available by application. The application is located at https://forms.gle/8UtyZVmeGDdY9Tpo6. Responses to applications take approximately 2 - 4 weeks. If you have any questions please contact ties.datateam@nyu.edu.

<a href="http://creativecommons.org/licenses/by-nc/4.0">CC BY-NC 4.0</a>

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022). Lebanon Year 1 Deidentified Data (2016-2017). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/97Q2B8.

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022). Lebanon Year 2 Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/4WOCWJ.

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; Annan, Jeannie. (2022). Niger Year 2 Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi: 10.7910/DVN/MX4JYG.

Aber, John Lawrence; Brown, Lindsay; Dolan, Carly Tubbs; Kim, Ha Yeon; & Annan, Jeannie. (2022) Sierra Leone Deidentified Data (2017-2018). (Dataset). Global TIES for Children and International Rescue Committee. doi:10.7910/DVN/COJUNQ.

International Rescue Committee & NYU Global TIES for Children. (2021). Improving Outcomes for Crisis-Affected Children: Lessons from Social-Emotional Learning Tutoring Programs in Niger [Policy Brief]. International Rescue Committee & NYU Global TIES for Children.

International Rescue Committee & NYU Global TIES for Children. (2021). Improving Outcomes for Crisis-Affected Children: Lessons from Social-Emotional Learning Tutoring Programs in Niger [Policy Brief]. International Rescue Committee & NYU Global TIES for Children.

• Number of cases: 1876

• No. of variables per record: 572

• Type of File: text/tab-separated-values

UNF:6:ft55utdAwpOcZIMcBialMQ==

• ASERID - Student's ASER ID
• STID_Y1 - Student ID
• SCHID_1 - School ID
• TID_Y1 - Teacher ID
• AGE_1 - Age of the student
• ATTN12T3_Y1 - number of days attended for the months of December-March (separate tally from April-May, due to potential data issues for April-May attendance)
• ATTN4T5_Y1 - number of days attended for the months of April and May (separate tally from December-March, due to potential data issues for April-May attendance)
• ASER_LNG_1 - Mother tongue reported during ASER screening assessment (only 1 choice; "research" data demographics allowed multiple language choices)
• ASERmj_1 - Number of imputed set for the ASER data
• SMARKS_1 - School marks (average across 10 subjects; ranging from 0-10) - collected after program
• BORN_1 - Where were you born? -- Y1 coding
• CHDBROS_1 - How many brothers live with you?
• CHDSISS_1 - How many sisters live with you?
• CHILDREN_1 - How many children live with you, excluding you?
• DAD_CARE_1 - Who takes care of you the most? Father
• DISTANCE_1 - How long does it take you to get from home to your remedial support classroom?
• FOOD1_1 - How often are you hungry?
• GRADE_1 - Student's grade
• GROWNUPS_1 - How many grown-ups live with you?
• HEALTH_1 - In general, would you say that your health is poor, fair, good, very good, or excellent?
• LNGCG_AR_1 - What language can your caregiver read?: Arabic
• LNGCG_FR_1 - What language can your caregiver read?: French
• LNGCG_HA_1 - What language can your caregiver read?: Hausa
• LNGCG_OT_1 - What language can your caregiver read?: Other
• LVWDAD_1 - Do you live with your dad?
• LVWMOM_1 - Do you live with your mom?
• MOM_CARE_1 - Who takes care of you the most? Mother
• MV_FT_1 - Do you think you will move to a different camp/village within the next 6 months?
• MVLY_1 - Have you moved this past year?
• MVTY_1 - Have you moved since last November?
• ARGUE_1 - Some families argue a lot; some families never fight. Compared to other families in your community, what is your family like?
• NOSCH_1 - Have you ever stopped going school, during school year (not including summer break)?
• NOSCH_RN_1 - If you didn't attend school, why?
• SAFE1_1 - Do you feel safe from violence in the community you live? - baseline
• SAFE1_2 - Do you feel safe from violence in the community you live? - midline
• SAFE1_3 - Do you feel safe from violence in the community you live? - endline
• OFEM_CARE_1 - Who takes care of you?: Other female relatives
• OTHSC_1 - Have you attended other schools before?
• OTHSCN_1 - How many schools have you attended before?
• PACKET_Y1 - Survey packet received in year 1
• SAFE2_1 - Do you have a safe place to play? - baseline
• SAFE2_2 - Do you have a safe place to play? - midline
• SAFE2_3 - Do you have a safe place to play? - endline
• READ_PRT_1 - Can your mom/dad/caregiver can read and write? For example, read newspapers and write a letter?
• SAFE3_2 - Do you feel safe in this school? - midline
• SAFE3_3 - Do you feel safe in this school? - endline
• SCH_LATE_1 - How many days do you arrive late to school on a normal/typical week? (regular school day)
• ASERFR_1 - ASER French Literacy - baseline
• ASERFR_2 - ASER French Literacy - midline
• ASERMA_1 - ASER Math Score - baseline
• ASERMA_2 - ASER Math Score - midline
• T_HOUSE_1 - Type of housing
• TOILET_1 - Does your family have access to toilet facilities when you need to use the toilet?
• PRWK_T_1 - Parents work type
• PR_WK_1 - Does your parent have a job that provides money or goods?
• WK_HR_1 - Total hours child worked per week
• WK_PAY_1 - If the child has a paid job
• WK_HOME_1 - Do you have a job in your home?
• WK_OUT_1 - Do you have a job outside your home?
• SCHPAIR - School matched-pair ID
• RDCP_1 - Sum score of the RDCP items, zero-imputed for children who took EGRA - baseline
• RDCP_2 - Sum score of the RDCP items, zero-imputed for children who took EGRA - midline
• RDCP_3 - Sum score of the RDCP items, zero-imputed for children who took EGRA - endline
• GRPHT_1 - GRPH Time Elapsed - baseline
• GRPHT_2 - GRPH Time Elapsed - midline
• GRPHT_3 - GRPH Time Elapsed - endline
• GRPH_1 - Sum score of the GRPH items, zero-imputed for children who took EGRA - baseline
• GRPH_2 - Sum score of the GRPH items, zero-imputed for children who took EGRA - midline
• GRPH_3 - Sum score of the GRPH items, zero-imputed for children who took EGRA - endline
• INV_1 - Sum score of the INV items, zero-imputed for children who took EGRA - baseline
• INV_2 - Sum score of the INV items, zero-imputed for children who took EGRA - midline
• INV_3 - Sum score of the INV items, zero-imputed for children who took EGRA - endline
• LTRCT_1 - LTRC Time Elapsed - baseline
• LTRCT_2 - LTRC Time Elapsed - midline
• LTRCT_3 - LTRC Time Elapsed - endline
• LTRC_1 - Sum score of the LTRC items, zero-imputed for children who took EGRA - baseline
• LTRC_2 - Sum score of the LTRC items, zero-imputed for children who took EGRA - midline
• LTRC_3 - Sum score of the LTRC items, zero-imputed for children who took EGRA - endline
• INVT_1 - INV time elapsed. If the child skipped this section, the time is recorded as missing to ensure that the fluency score is also missing - baseline
• INVT_2 - INV time elapsed. If the child skipped this section, the time is recorded as missing to ensure that the fluency score is also missing - midline
• INVT_3 - INV time elapsed. If the child skipped this section, the time is recorded as missing to ensure that the fluency score is also missing - endline
• OPR_1 - Sum score of the OPR items, zero-imputed for children who took EGRA - baseline
• OPR_2 - Sum score of the OPR items, zero-imputed for children who took EGRA - midline
• OPR_3 - Sum score of the OPR items, zero-imputed for children who took EGRA - endline
• OPRT_1 - OPR time elapsed. If the child skipped this section, the time is recorded as missing to ensure that the fluency score is also missing - baseline
• OPRT_2 - OPR time elapsed. If the child skipped this section, the time is recorded as missing to ensure that the fluency score is also missing - midline
• OPRT_3 - OPR time elapsed. If the child skipped this section, the time is recorded as missing to ensure that the fluency score is also missing - endline
• VOC_1 - Sum score of the VOC item groups (BODY, OBJECT, and SPATIAL), zero-imputed for children who took EGRA - baseline
• VOC_2 - Sum score of the VOC item groups (BODY, OBJECT, and SPATIAL), zero-imputed for children who took EGRA - midline
• VOC_3 - Sum score of the VOC item groups (BODY, OBJECT, and SPATIAL), zero-imputed for children who took EGRA - endline
• PSRA1_1 - Pays attention to instructions and demonstration - baseline
• PSRA1_2 - Pays attention to instructions and demonstration - midline
• PSRA1_3 - Pays attention to instructions and demonstration - endline
• PSRA2_1 - Careful, interested in accuracy - baseline
• PSRA2_2 - Careful, interested in accuracy - midline
• PSRA2_3 - Careful, interested in accuracy - endline
• PSRA3_1 - Sustains concentration; willing to try repetitive tasks - baseline
• PSRA3_2 - Sustains concentration; willing to try repetitive tasks - midline
• PSRA3_3 - Sustains concentration; willing to try repetitive tasks - endline
• PSRA4_1 - Is careless or destructive with test materials - baseline
• PSRA4_2 - Is careless or destructive with test materials - midline
• PSRA4_3 - Is careless or destructive with test materials - endline
• PSRA5_1 - Can wait during and between tasks - baseline
• PSRA5_2 - Can wait during and between tasks - midline
• PSRA5_3 - Can wait during and between tasks - endline
• PSRA6_1 - Remains in seat appropriately during test - baseline
• PSRA6_2 - Remains in seat appropriately during test - midline
• PSRA6_3 - Remains in seat appropriately during test - endline
• PSRA7_1 - Alert and interactive; is not withdrawn - baseline
• PSRA7_2 - Alert and interactive; is not withdrawn - midline
• PSRA7_3 - Alert and interactive; is not withdrawn - endline
• PSRA8_1 - Cooperates; complies with tester's requests - baseline
• PSRA8_2 - Cooperates; complies with tester's requests - midline
• PSRA8_3 - Cooperates; complies with tester's requests - endline
• PSRA9_1 - Shows pleasure in accomplishment and active task mastery - baseline
• PSRA9_2 - Shows pleasure in accomplishment and active task mastery - midline
• PSRA9_3 - Shows pleasure in accomplishment and active task mastery - endline
• PSRA10_1 - Confident - baseline
• PSRA10_2 - Confident - midline
• PSRA10_3 - Confident - endline
• PSRA11_1 - Defiant - baseline
• PSRA11_2 - Defiant - midline
• PSRA11_3 - Defiant - endline
• PSRA12_1 - Passively noncompliant - baseline
• PSRA12_2 - Passively noncompliant - midline
• PSRA12_3 - Passively noncompliant - endline
• PSRA13_1 - Modulates and regulates arousal level in self - baseline
• PSRA13_2 - Modulates and regulates arousal level in self - midline
• PSRA13_3 - Modulates and regulates arousal level in self - endline
• SDQC10_1 - I am constantly fidgeting or squirming - baseline
• SDQC10_2 - I am constantly fidgeting or squirming - midline
• SDQC10_3 - I am constantly fidgeting or squirming - endline
• SDQC11R_1 - Reversed: I have one good friend or more - baseline
• SDQC11R_2 - Reversed: I have one good friend or more - midline
• SDQC11R_3 - Reversed: I have one good friend or more - endline
• SDQC11_1 - I have one good friend or more - baseline
• SDQC11_2 - I have one good friend or more - midline
• SDQC11_3 - I have one good friend or more - endline
• SDQC12_1 - I fight a lot. I can make other people do what I want - baseline
• SDQC12_2 - I fight a lot. I can make other people do what I want - midline
• SDQC12_3 - I fight a lot. I can make other people do what I want - endline
• SDQC13_1 - I am often unhappy, depressed or tearful - baseline
• SDQC13_2 - I am often unhappy, depressed or tearful - midline
• SDQC13_3 - I am often unhappy, depressed or tearful - endline
• SDQC14R_1 - Reversed: Other people my age generally like me - baseline
• SDQC14R_2 - Reversed: Other people my age generally like me - midline
• SDQC14R_3 - Reversed: Other people my age generally like me - endline
• SDQC14_1 - Other people my age generally like me - baseline
• SDQC14_2 - Other people my age generally like me - midline
• SDQC14_3 - Other people my age generally like me - endline
• SDQC15_1 - I am easily distracted, I find it difficult to concentrate - baseline
• SDQC15_2 - I am easily distracted, I find it difficult to concentrate - midline
• SDQC15_3 - I am easily distracted, I find it difficult to concentrate - endline
• SDQC16_1 - I am nervous in new situations. I easily lose confidence - baseline
• SDQC16_2 - I am nervous in new situations. I easily lose confidence - midline
• SDQC16_3 - I am nervous in new situations. I easily lose confidence - endline
• SDQC17_1 - I am kind to younger children - baseline
• SDQC17_2 - I am kind to younger children - midline
• SDQC17_3 - I am kind to younger children - endline
• SDQC18_1 - I am often accused of lying or cheating - baseline
• SDQC18_2 - I am often accused of lying or cheating - midline
• SDQC18_3 - I am often accused of lying or cheating - endline
• SDQC19_1 - Other children or young people pick on me or bully me - baseline
• SDQC19_2 - Other children or young people pick on me or bully me - midline
• SDQC19_3 - Other children or young people pick on me or bully me - endline
• SDQC1_1 - I try to be nice to other people. I care about their feelings - baseline
• SDQC1_2 - I try to be nice to other people. I care about their feelings - midline
• SDQC1_3 - I try to be nice to other people. I care about their feelings - endline
• SDQC20_1 - I often offer to help others (parents, teachers, children) - baseline
• SDQC20_2 - I often offer to help others (parents, teachers, children) - midline
• SDQC20_3 - I often offer to help others (parents, teachers, children) - endline
• SDQC21R_1 - Reversed: I think before I do things - baseline
• SDQC21R_2 - Reversed: I think before I do things - midline
• SDQC21R_3 - Reversed: I think before I do things - endline
• SDQC21_1 - I think before I do things - baseline
• SDQC21_2 - I think before I do things - midline
• SDQC21_3 - I think before I do things - endline
• SDQC22_1 - I have things that are not mine from home, school or elsewhere - baseline
• SDQC22_2 - I have things that are not mine from home, school or elsewhere - midline
• SDQC22_3 - I have things that are not mine from home, school or elsewhere - endline
• SDQC23_1 - I get along better with adults than with people my own age - baseline
• SDQC23_2 - I get along better with adults than with people my own age - midline
• SDQC23_3 - I get along better with adults than with people my own age - endline
• SDQC24_1 - I have many fears, I am easily scared - baseline
• SDQC24_2 - I have many fears, I am easily scared - midline
• SDQC24_3 - I have many fears, I am easily scared - endline
• SDQC25R_1 - Reversed: I finish the work I'm doing, My attention is good - baseline
• SDQC25R_2 - Reversed: I finish the work I'm doing, My attention is good - midline
• SDQC25R_3 - Reversed: I finish the work I'm doing, My attention is good - endline
• SDQC25_1 - I finish the work I'm doing. My attention is good - baseline
• SDQC25_2 - I finish the work I'm doing. My attention is good - midline
• SDQC25_3 - I finish the work I'm doing. My attention is good - endline
• SDQC2_1 - I am restless, I cannot stay still for long - baseline
• SDQC2_2 - I am restless, I cannot stay still for long - midline
• SDQC2_3 - I am restless, I cannot stay still for long - endline
• SDQC3_1 - I get a lot of headaches, stomach-aches or sickness - baseline
• SDQC3_2 - I get a lot of headaches, stomach-aches or sickness - midline
• SDQC3_3 - I get a lot of headaches, stomach-aches or sickness - endline
• SDQC4_1 - I usually share with others, for example: games and food - baseline
• SDQC4_2 - I usually share with others, for example: games and food - midline
• SDQC4_3 - I usually share with others, for example: games and food - endline
• SDQC5_1 - I get very angry and often lose my temper - baseline
• SDQC5_2 - I get very angry and often lose my temper - midline
• SDQC5_3 - I get very angry and often lose my temper - endline
• SDQC6_1 - I would rather be alone than with people of my age - baseline
• SDQC6_2 - I would rather be alone than with people of my age - midline
• SDQC6_3 - I would rather be alone than with people of my age - endline
• SDQC7R_1 - Reversed: I usually do as I am told - baseline
• SDQC7R_2 - Reversed: I usually do as I am told - midline
• SDQC7R_3 - Reversed: I usually do as I am told - endline
• SDQC7_1 - I usually do as I am told - baseline
• SDQC7_2 - I usually do as I am told - midline
• SDQC7_3 - I usually do as I am told - endline
• SDQC8_1 - I worry a lot - baseline
• SDQC8_2 - I worry a lot - midline
• SDQC8_3 - I worry a lot - endline
• SDQC9_1 - II am helpful is someone is hurt, upset, or feeling ill - baseline
• SDQC9_2 - II am helpful is someone is hurt, upset, or feeling ill - midline
• SDQC9_3 - II am helpful is someone is hurt, upset, or feeling ill - endline
• BG1_1 - You picture things in your mind so you do not forget them - baseline
• BG2_1 - You remember directions, lists, or items in the correct order - baseline
• BG3R_1 - Reversed "You lose track or forget what you are doing" - baseline
• BG4_1 - You concentrate even when distracted or there are interruptions - baseline
• BG5_1 - You tell yourself to stop and think before acting - baseline
• BG6_1 - When there is a distraction or interruption, you can remember what you were doing or what to do next - baseline
• BG7R_1 - Reversed "It is hard for you to control your impulses" - baseline
• BG8_1 - You shift easily from one thing to another - baseline
• BG9R_1 - Reversed "It is hard for you to change plans when needed" - baseline
• BG10_1 - You are aware of what you are thinking about - baseline
• BGEF1_2 - [The child] Remembers lists or items in the correct order - midline
• BGEF1_3 - [The child] Remembers lists or items in the correct order - endline
• BGEF2_2 - [The child] Follows multiple step instructions - midline
• BGEF2_3 - [The child] Follows multiple step instructions - endline
• BGEF3_2 - [The child] Uses multiple rules to complete a task - midline
• BGEF3_3 - [The child] Uses multiple rules to complete a task - endline
• BGEF4_2 - [The child] Waits to be called on before responding - midline
• BGEF4_3 - [The child] Waits to be called on before responding - endline
• BGEF5_2 - I tell myself to stop and think before acting - midline
• BGEF5_3 - I tell myself to stop and think before acting - endline
• BGEF6_2 - [The child] Transitions easily to new activities, tasks or major parts of the day - midline
• BGEF6_3 - [The child] Transitions easily to new activities, tasks or major parts of the day - endline
• BGEF7_2 - It is hard for me to control my impulses - midline
• BGEF7_3 - It is hard for me to control my impulses - endline
• BGEF8_2 - [The child] Uses self-control techniques - midline
• BGEF8_3 - [The child] Uses self-control techniques - endline
• BGEF9_2 - [The child] Waits patiently for his/her turn - midline
• BGEF9_3 - [The child] Waits patiently for his/her turn - endline
• BGEF10_2 - [The child] Uses listening skills - midline
• BGEF10_3 - [The child] Uses listening skills - endline
• ADD1T_1 - Addition items - time remained - baseline
• ADD1T_2 - Addition items - time remained - midline
• ADD1T_3 - Addition items - time remained - endline
• ADD1_1 - Sum score of the Addition level 1 items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - baseline
• ADD1_2 - Sum score of the Addition level 1 items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - midline
• ADD1_3 - Sum score of the Addition level 1 items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - endline
• DISC_1 - Sum score of the Numeric Discrepancy items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - baseline
• DISC_2 - Sum score of the Numeric Discrepancy items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - midline
• DISC_3 - Sum score of the Numeric Discrepancy items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - endline
• MISS_1 - Sum score of the Missing Sequence items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed - baseline
• MISS_2 - Sum score of the Missing Sequence items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed - midline
• MISS_3 - Sum score of the Missing Sequence items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed - endline
• NID_1 - Sum score of the number identification items - baseline
• NID_2 - Sum score of the number identification items - midline
• NID_3 - Sum score of the number identification items - endline
• NIDT_1 - Number identification items - time remained - baseline
• NIDT_2 - Number identification items - time remained - midline
• NIDT_3 - Number identification items - time remained - endline
• PROB_1 - Sum score of the Word Problem items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - baseline
• PROB_2 - Sum score of the Word Problem items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - midline
• PROB_3 - Sum score of the Word Problem items. Children who did not have packet A will have missing values for all EGMA scores. Children who had packet A will have their scores zero-imputed. - endline
• SUB1T_1 - Subtraction items - time remained - baseline
• SUB1T_2 - Subtraction items - time remained - midline
• SUB1T_3 - Subtraction items - time remained - endline
• SUB1_1 - Sum score of the Subtraction items - baseline
• SUB1_2 - Sum score of the Subtraction items - midline
• SUB1_3 - Sum score of the Subtraction items - endline
• ABOP_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & subject should push on opposite side of screen as target - baseline
• ABOP_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & subject should push on opposite side of screen as target - midline
• ABOP_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & subject should push on opposite side of screen as target - endline
• ABSM_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & cue indicated subject should push on same side of screen as target - baseline
• ABSM_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & cue indicated subject should push on same side of screen as target - midline
• ABSM_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & cue indicated subject should push on same side of screen as target - endline
• ALDMDR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - baseline
• ALDMDR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - midline
• ALDMDR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - endline
• ALDMSR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - baseline
• ALDMSR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - midline
• ALDMSR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - endline
• ALSMDR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - baseline
• ALSMDR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - midline
• ALSMDR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, different rule - endline
• ALSMSR_1 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - baseline
• ALSMSR_2 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - midline
• ALSMSR_3 - Accuracy (correct vs. incorrect) - distance or reaction time should be used instead & different motor, same rule - endline
• DE0DI_1 - Distance between touch and target for Delay 0, averaged across all Loads - baseline
• DE0DI_2 - Distance between touch and target for Delay 0, averaged across all Loads - midline
• DE0DI_3 - Distance between touch and target for Delay 0, averaged across all Loads - endline
• DE3DI_1 - Distance between touch and target for Delay 3, averaged across all Loads - baseline
• DE3DI_2 - Distance between touch and target for Delay 3, averaged across all Loads - midline
• DE3DI_3 - Distance between touch and target for Delay 3, averaged across all Loads - endline
• DTBOP_1 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on opposite side of screen as target - baseline
• DTBOP_2 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on opposite side of screen as target - midline
• DTBOP_3 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on opposite side of screen as target - endline
• DTBSM_1 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on same side of screen as target - baseline
• DTBSM_2 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on same side of screen as target - midline
• DTBSM_3 - Distance between participant's screen touch and where they should touch (ie target) & subject should push on same side of screen as target - endline
• DTLDMDR_1 - Distance between participant's screen touch and where they should touch (ie target) & different motor, different rule - baseline
• DTLDMDR_2 - Distance between participant's screen touch and where they should touch (ie target) & different motor, different rule - midline
• DTLDMDR_3 - Distance between participant's screen touch and where they should touch (ie target) & different motor, different rule - endline
• DTLDMSR_1 - Distance between participant's screen touch and where they should touch (ie target) & different motor, same rule - baseline
• DTLDMSR_2 - Distance between participant's screen touch and where they should touch (ie target) & different motor, same rule - midline
• DTLDMSR_3 - Distance between participant's screen touch and where they should touch (ie target) & different motor, same rule - endline
• DTLSMDR_1 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - baseline
• DTLSMDR_2 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - midline
• DTLSMDR_3 - Distance between participant's screen touch and where they should touch (ie target) & same motor, different rule - endline
• DTLSMSR_1 - Distance between participant's screen touch and where they should touch (ie target) & same motor, same rule - baseline
• DTLSMSR_2 - Distance between participant's screen touch and where they should touch (ie target) & same motor, same rule - midline
• DTLSMSR_3 - Distance between participant's screen touch and where they should touch (ie target) & same motor, same rule - endline
• L1D0DI_1 - Distance between touch and target, Load 1, Delay 0 - baseline
• L1D0DI_2 - Distance between touch and target, Load 1, Delay 0 - midline
• L1D0DI_3 - Distance between touch and target, Load 1, Delay 0 - endline
• L1D3DI_1 - Distance between touch and target, Load 1, Delay 3 - baseline
• L1D3DI_2 - Distance between touch and target, Load 1, Delay 3 - midline
• L1D3DI_3 - Distance between touch and target, Load 1, Delay 3 - endline
• L1DI_1 - Distance between touch and target for Load 1, averaged across both delays - baseline
• L1DI_2 - Distance between touch and target for Load 1, averaged across both delays - midline
• L1DI_3 - Distance between touch and target for Load 1, averaged across both delays - endline
• L2D0DI_1 - Distance between touch and target, Load 2, Delay 0 - baseline
• L2D0DI_2 - Distance between touch and target, Load 2, Delay 0 - midline
• L2D0DI_3 - Distance between touch and target, Load 2, Delay 0 - endline
• L2D3DI_1 - Distance between touch and target, Load 2, Delay 3 - baseline
• L2D3DI_2 - Distance between touch and target, Load 2, Delay 3 - midline
• L2D3DI_3 - Distance between touch and target, Load 2, Delay 3 - endline
• L2DI_1 - Distance between touch and target for Load 2, averaged across both delays - baseline
• L2DI_2 - Distance between touch and target for Load 2, averaged across both delays - midline
• L2DI_3 - Distance between touch and target for Load 2, averaged across both delays - endline
• L3D0DI_1 - Distance between touch and target, Load 3, Delay 0 - baseline
• L3D0DI_2 - Distance between touch and target, Load 3, Delay 0 - midline
• L3D0DI_3 - Distance between touch and target, Load 3, Delay 0 - endline
• L3D3DI_1 - Distance between touch and target, Load 3, Delay 3 - baseline
• L3D3DI_2 - Distance between touch and target, Load 3, Delay 3 - midline
• L3D3DI_3 - Distance between touch and target, Load 3, Delay 3 - endline
• L3DI_1 - Distance between touch and target for Load 3, averaged across both delays - baseline
• L3DI_2 - Distance between touch and target for Load 3, averaged across both delays - midline
• L3DI_3 - Distance between touch and target for Load 3, averaged across both delays - endline
• RBOP_1 - Reaction time & subject should push on opposite side of screen as target - baseline
• RBOP_2 - Reaction time & subject should push on opposite side of screen as target - midline
• RBOP_3 - Reaction time & subject should push on opposite side of screen as target - endline
• RBSM_1 - Reaction time & subject should push on same side of screen as target - baseline
• RBSM_2 - Reaction time & subject should push on same side of screen as target - midline
• RBSM_3 - Reaction time & subject should push on same side of screen as target - endline
• RLDMDR_1 - Reaction time & different motor, different rule - baseline
• RLDMDR_2 - Reaction time & different motor, different rule - midline
• RLDMDR_3 - Reaction time & different motor, different rule - endline
• RLDMSR_1 - Reaction time & different motor, same rule - baseline
• RLDMSR_2 - Reaction time & different motor, same rule - midline
• RLDMSR_3 - Reaction time & different motor, same rule - endline
• RLSMDR_1 - Reaction time & same motor, different rule - baseline
• RLSMDR_2 - Reaction time & same motor, different rule - midline
• RLSMDR_3 - Reaction time & same motor, different rule - endline
• RLSMSR_1 - Reaction time & same motor, same rule - baseline
• RLSMSR_2 - Reaction time & same motor, same rule - midline
• RLSMSR_3 - Reaction time & same motor, same rule - endline
• RSIE10_1 - After something stressful happens related to school problems I can't stop about what I did or said - baseline
• RSIE10_2 - After something stressful happens related to school problems I can't stop about what I did or said - midline
• RSIE10_3 - After something stressful happens related to school problems I can't stop about what I did or said - endline
• RSIE11_1 - When something stressful happens related to school problems I get upset by things that don't usually bother me - baseline
• RSIE11_2 - When something stressful happens related to school problems I get upset by things that don't usually bother me - midline
• RSIE11_3 - When something stressful happens related to school problems I get upset by things that don't usually bother me - endline
• RSIE12_1 - When stressful things related to school problems I sometimes act without thinking - baseline
• RSIE12_2 - When stressful things happens related to school problems I sometimes act without thinking - midline
• RSIE12_3 - When stressful things happens related to school problems I sometimes act without thinking - endline
• RSIE13_1 - When something stressful happens related to school problems I can't stop thinking about why this is happening - baseline
• RSIE13_2 - When something stressful happens related to school problems I can't stop thinking about why this is happening - midline
• RSIE13_3 - When something stressful happens related to school problems I can't stop thinking about why this is happening - endline
• RSIE14_1 - My thoughts start racing when I am faced with school problems - baseline
• RSIE14_2 - My thoughts start racing when I am faced with school problems - midline
• RSIE14_3 - My thoughts start racing when I am faced with school problems - endline
• RSIE15_1 - When I am dealing with the stress of school problems, sometimes I can't control what I do or say - baseline
• RSIE15_2 - When I am dealing with the stress of school problems, sometimes I can't control what I do or say - midline
• RSIE15_3 - When I am dealing with the stress of school problems, sometimes I can't control what I do or say - endline
• RSIE16_1 - When something stressful happens related to violence, I can't stop thinking about how I am feeling - baseline
• RSIE17_1 - When something stressful happens related to violence, I can't always control what I do - baseline
• RSIE1_1 - When dealing with school problems I feel sick to my stomach or get headaches - baseline
• RSIE1_2 - When dealing with school problems I feel sick to my stomach or get headaches - midline
• RSIE1_3 - When dealing with school problems I feel sick to my stomach or get headaches - endline
• RSIE2_1 - I keep remembering school problems that happened or can't stop thinking about what might happen - baseline
• RSIE2_2 - I keep remembering school problems that happened or can't stop thinking about what might happen - midline
• RSIE2_3 - I keep remembering school problems that happened or can't stop thinking about what might happen - endline
• RSIE3_1 - I get really jumpy when I am dealing with the stress of school problems - baseline
• RSIE3_2 - I get really jumpy when I am dealing with the stress of school problems - midline
• RSIE3_3 - I get really jumpy when I am dealing with the stress of school problems - endline
• RSIE4_1 - When I am trying to sleep, I can't stop thinking about the stressful aspect of school problems that happened or I have bad dreams about them - baseline
• RSIE4_2 - When I am trying to sleep, I can't stop thinking about the stressful aspect of school problems that happened or I have bad dreams about them - midline
• RSIE4_3 - When I am trying to sleep, I can't stop thinking about the stressful aspect of school problems that happened or I have bad dreams about them - endline
• RSIE5_1 - Thoughts about school problems just pop up into my head - baseline
• RSIE5_2 - Thoughts about school problems just pop up into my head - midline
• RSIE5_3 - Thoughts about school problems just pop up into my head - endline
• RSIE6A_1 - When I'm dealing with school problems my heart races - baseline
• RSIE6A_2 - When I'm dealing with school problems my heart races - midline
• RSIE6A_3 - When I'm dealing with school problems my heart races - endline
• RSIE6B_1 - When I'm dealing with school problems I feel hot or sweaty - baseline
• RSIE6B_2 - When I'm dealing with school problems I feel hot or sweaty - midline
• RSIE6B_3 - When I'm dealing with school problems I feel hot or sweaty - endline
• RSIE6C_1 - When I'm dealing with school problems my breathing speeds up - baseline
• RSIE6C_2 - When I'm dealing with school problems my breathing speeds up - midline
• RSIE6C_3 - When I'm dealing with school problems my breathing speeds up - endline
• RSIE6D_1 - When I'm dealing with school problems my muscles get tight - baseline
• RSIE6D_2 - When I'm dealing with school problems my muscles get tight - midline
• RSIE6D_3 - When I'm dealing with school problems my muscles get tight - endline
• RSIE6_1 - Maximum sub-item of: When I'm dealing with school problems I feel it in my body - baseline
• RSIE6_2 - Maximum sub-item of: When I'm dealing with school problems I feel it in my body - midline
• RSIE6_3 - Maximum sub-item of: When I'm dealing with school problems I feel it in my body - endline
• RSIE7_1 - When something stressful happens related to school problems I can't stop thinking about how I am feeling - baseline
• RSIE7_2 - When something stressful happens related to school problems I can't stop thinking about how I am feeling - midline
• RSIE7_3 - When something stressful happens related to school problems I can't stop thinking about how I am feeling - endline
• RSIE8_1 - When something stressful happens related to school problems I can't always control what I do - baseline
• RSIE8_2 - When something stressful happens related to school problems I can't always control what I do - midline
• RSIE8_3 - When something stressful happens related to school problems I can't always control what I do - endline
• RSIE9A_1 - When I am faced with school problems right away I feel really angry - baseline
• RSIE9A_2 - When I am faced with school problems right away I feel really angry - midline
• RSIE9A_3 - When I am faced with school problems right away I feel really angry - endline
• RSIE9B_1 - When I am faced with school problems right away I feel really sad - baseline
• RSIE9B_2 - When I am faced with school problems right away I feel really sad - midline
• RSIE9B_3 - When I am faced with school problems right away I feel really sad - endline
• RSIE9C_1 - When I am faced with school problems right away I feel really worried/anxious - baseline
• RSIE9C_2 - When I am faced with school problems right away I feel really worried/anxious - midline
• RSIE9C_3 - When I am faced with school problems right away I feel really worried/anxious - endline
• RSIE9D_1 - When I am faced with school problems right away I feel really scared - baseline
• RSIE9D_2 - When I am faced with school problems right away I feel really scared - midline
• RSIE9D_3 - When I am faced with school problems right away I feel really scared - endline
• RSIE9_1 - When I'm dealing with school problems my heart races/I feel hot and sweaty/my breathing speeds up/my muscles get tight - baseline
• RSIE9_2 - When I'm dealing with school problems my heart races/I feel hot and sweaty/my breathing speeds up/my muscles get tight - midline
• RSIE9_3 - When I'm dealing with school problems my heart races/I feel hot and sweaty/my breathing speeds up/my muscles get tight - endline
• RSQS1_1 - Doing badly on a test or paper *Packet A only* - baseline
• RSQS1_2 - Doing badly on a test or paper *Packet A only* - midline
• RSQS1_3 - Doing badly on a test or paper *Packet A only* - endline
• RSQS2_1 - Getting bad grades or report cards *Packet A only* - baseline
• RSQS2_2 - Getting bad grades or report cards *Packet A only* - midline
• RSQS2_3 - Getting bad grades or report cards *Packet A only* - endline
• RSQS3_1 - Not understanding classes *Packet A only* - baseline
• RSQS3_2 - Not understanding classes *Packet A only* - midline
• RSQS3_3 - Not understanding classes *Packet A only* - endline
• RSQS4_1 - Not understanding homework *Packet A only* - baseline
• RSQS4_2 - Not understanding homework *Packet A only* - midline
• RSQS4_3 - Not understanding homework *Packet A only* - endline
• RSQS5_1 - Feeling pressured to do something *Packet A only* - baseline
• RSQS5_2 - Feeling pressured to do something *Packet A only* - midline
• RSQS5_3 - Feeling pressured to do something *Packet A only* - endline
• RSQS6_1 - Having bad classes or teachers *Packet A only* - baseline
• RSQS6_2 - Having bad classes or teachers *Packet A only* - baseline
• RSQS6_3 - Having bad classes or teachers *Packet A only* - baseline
• RSQS7_1 - Having trouble studying *Packet A only* - baseline
• RSQS7_2 - Having trouble studying *Packet A only* - midline
• RSQS7_3 - Having trouble studying *Packet A only* - endline
• RSQS8_1 - Not having your homework done *Packet A only* - baseline
• RSQS8_2 - Not having your homework done *Packet A only* - baseline
• RSQS8_3 - Not having your homework done *Packet A only* - baseline
• RSQS9_1 - Teachers that yell or get angry *Packet A only* - baseline
• RSQS9_2 - Teachers that yell or get angry *Packet A only* - baseline
• RSQS9_3 - Teachers that yell or get angry *Packet A only* - baseline
• RSQS10_1 - Pressure from parents or teachers to perform perfectly *Packet A only* - baseline
• RSQS10_2 - Pressure from parents or teachers to perform perfectly *Packet A only* - midline
• RSQS10_3 - Pressure from parents or teachers to perform perfectly *Packet A only* - endline
• HB1_AB_1 - Do you think the boy bumped you? - baseline
• HB1_AB_2 - Do you think the boy bumped you? - midline
• HB1_AB_3 - Do you think the boy bumped you? - endline
• HB1_AD_1 - If you were in this situation: you would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB1_AD_2 - If you were in this situation: you would angrily yell, say mean things, or hit, kick or slam something - midline
• HB1_AD_3 - If you were in this situation: you would angrily yell, say mean things, or hit, kick or slam something - endline
• HB1_AR_1 - How likely would the child engage in an aggressive reaction? - baseline
• HB1_AR_2 - How likely would the child engage in an aggressive reaction? - midline
• HB1_AR_3 - How likely would the child engage in an aggressive reaction? - endline
• HB1_REC_1 - What would you do next after the boy bumped you? Clean up my notebook, walk away from the boy, push the boy in the mud - baseline
• HB1_REC_2 - What would you do next after the boy bumped you? Clean up my notebook, walk away from the boy, push the boy in the mud - midline
• HB1_REC_3 - What would you do next after the boy bumped you? Clean up my notebook, walk away from the boy, push the boy in the mud - endline
• HB1_SD_1 - If you were in this situation: You would make a sad face, whine, or cry - baseline
• HB1_SD_2 - If you were in this situation: You would make a sad face, whine, or cry - midline
• HB1_SD_3 - If you were in this situation: You would make a sad face, whine, or cry - endline
• HB2_AB_1 - Do you think the girl spilled the paint: - baseline
• HB2_AB_2 - Do you think the girl spilled the paint: - baseline
• HB2_AB_3 - Do you think the girl spilled the paint: - baseline
• HB2_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB2_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB2_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB2_AR_1 - How likely would the child engage in an aggressive reaction? - baseline
• HB2_AR_2 - How likely would the child engage in an aggressive reaction? - midline
• HB2_AR_3 - How likely would the child engage in an aggressive reaction? - endline
• HB2_REC_1 - What would you do next after the girl spilled juice on your project? Try to fix the project, act like nothing happened, spill juice on the girl - baseline
• HB2_REC_2 - What would you do next after the girl spilled juice on your project? Try to fix the project, act like nothing happened, spill juice on the girl - midline
• HB2_REC_3 - What would you do next after the girl spilled juice on your project? Try to fix the project, act like nothing happened, spill juice on the girl - endline
• HB2_SD_1 - You would make a sad face, whine, or cry - baseline
• HB2_SD_2 - You would make a sad face, whine, or cry - midline
• HB2_SD_3 - You would make a sad face, whine, or cry - endline
• HB3_AB_1 - Do you think the girl spilled the paint: - baseline
• HB3_AB_2 - Do you think the girl spilled the paint: - midline
• HB3_AB_3 - Do you think the girl spilled the paint: - endline
• HB3_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB3_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB3_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB3_AR_1 - How likely would the child engage in an aggressive reaction? - baseline
• HB3_AR_2 - How likely would the child engage in an aggressive reaction? - midline
• HB3_AR_3 - How likely would the child engage in an aggressive reaction? - endline
• HB3_REC_1 - What would you do next after the boy bumped you? Just ignore it, get a teacher or an adult to help clean up the food, say something mean to the boy - baseline
• HB3_REC_2 - What would you do next after the boy bumped you? Just ignore it, get a teacher or an adult to help clean up the food, say something mean to the boy - midline
• HB3_REC_3 - What would you do next after the boy bumped you? Just ignore it, get a teacher or an adult to help clean up the food, say something mean to the boy - endline
• HB3_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. - baseline
• HB3_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. - baseline
• HB3_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. - baseline
• HB4_AB_2 - Do you think the girl splashed the water: - midline
• HB4_AB_3 - Do you think the girl splashed the water: - endline
• HB4_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB4_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB4_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB4_AR_1 - How likely would the child engage in an aggressive reaction? - baseline
• HB4_AR_2 - How likely would the child engage in an aggressive reaction? - midline
• HB4_AR_3 - How likely would the child engage in an aggressive reaction? - endline
• HB4_REC_1 - What would you do next after the girl splashed water on your face? Wipe off my face, splash water on her another day, just ignore it. - baseline
• HB4_REC_2 - What would you do next after the girl splashed water on your face? Wipe off my face, splash water on her another day, just ignore it. - midline
• HB4_REC_3 - What would you do next after the girl splashed water on your face? Wipe off my face, splash water on her another day, just ignore it. - endline
• HB4_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. - baseline
• HB4_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. - midline
• HB4_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. - endline
• HB5_AB_1 - Do you think the boy knocked your papers onto the floor: - baseline
• HB5_AB_2 - Do you think the boy knocked your papers onto the floor: - midline
• HB5_AB_3 - Do you think the boy knocked your papers onto the floor: - endline
• HB5_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB5_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB5_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB5_AR_1 - How likely would the child engage in an aggressive reaction? - baseline
• HB5_AR_2 - How likely would the child engage in an aggressive reaction? - midline
• HB5_AR_3 - How likely would the child engage in an aggressive reaction? - endline
• HB5_REC_1 - What would you do next after the boy knocked your papers onto the floor? Call him a name, pick up the papers, do nothing - baseline
• HB5_REC_2 - What would you do next after the boy knocked your papers onto the floor? Call him a name, pick up the papers, do nothing - midline
• HB5_REC_3 - What would you do next after the boy knocked your papers onto the floor? Call him a name, pick up the papers, do nothing - endline
• HB5_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. - baseline
• HB5_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. - midline
• HB5_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. - endline
• HB6_AB_1 - Do you think the girl ran into your chair: - baseline
• HB6_AB_2 - Do you think the girl ran into your chair: - midline
• HB6_AB_3 - Do you think the girl ran into your chair: - endline
• HB6_AD_1 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - baseline
• HB6_AD_2 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - midline
• HB6_AD_3 - If you were in this situation: You would angrily yell, say mean things, or hit, kick or slam something - endline
• HB6_AR_1 - How likely would the child engage in an aggressive reaction? - baseline
• HB6_AR_2 - How likely would the child engage in an aggressive reaction? - midline
• HB6_AR_3 - How likely would the child engage in an aggressive reaction? - endline
• HB6_REC_1 - What would you do next after the girl ran into your chair? Act like nothing happened, push the girl, get some tape and try to fix the picture - baseline
• HB6_REC_2 - What would you do next after the girl ran into your chair? Act like nothing happened, push the girl, get some tape and try to fix the picture - midline
• HB6_REC_3 - What would you do next after the girl ran into your chair? Act like nothing happened, push the girl, get some tape and try to fix the picture - endline
• HB6_SD_1 - If you were in this situation: You would make a sad face, whine, or cry. - baseline
• HB6_SD_2 - If you were in this situation: You would make a sad face, whine, or cry. - midline
• HB6_SD_3 - If you were in this situation: You would make a sad face, whine, or cry. - endline
• SCHPCL - % of permanent structure classrooms in the school (given the number of classes offered)
• SCHRFG - School level: % refugee students in school
• SCHSTEA - student to teacher ratio
• SCHSTCL - student to classroom ratio
• SCHTEATT - School level: average teacher attendance
• SCHTRAD - School level: traditional school (French only: vs. Koranic/French-Arabic schools).
• HH_ASSET_1 - Sum score representation of all household assets
• DIFFA - Is this student's school in Diffa?
• FEMALE - Gender of student
• MUSLIM - Select student's religion
• LNG_AR - What language do you speak? Arabic
• LNG_EN - What language do you speak? English
• LNG_FR - What language do you speak? French
• LNG_FU - What language do you speak? Fulfulde
• LNG_HA - What language do you speak? Hausa
• LNG_KA - What language do you speak? Kanuri
• LNG_TA - What language do you speak? Tamasheq
• LNG_OTH - Other Language?
• STATUS - Child status

f5805442 Location:

Variable Format: character

Notes: UNF:6:NQIlQj7YhFDGqjWvIpv5mQ==

f5805442 Location:

Summary Statistics: Mean 938.5; Max. 1876.0; StDev 541.6988708375408; Min. 1.0; Valid 1876.0;

Variable Format: numeric

Notes: UNF:6:rn1DYHK3V48k7rPi7HC7Fw==

f5805442 Location:

Summary Statistics: StDev 8.395169745353812; Max. 30.0; Min. 1.0; Valid 1876.0; Mean 15.322494669509613

Variable Format: numeric

Notes: UNF:6:F69qzBnMfV7oYtSOT3RRyQ==

f5805442 Location:

Summary Statistics: Valid 1876.0; Max. 90.0; Mean 45.55383795309166; StDev 25.916538476339426; Min. 1.0

Variable Format: numeric

Notes: UNF:6:YzlMU+4ZDRd0HzDa3ejZeg==

f5805442 Location:

Summary Statistics: Max. 16.0; Min. 5.0; StDev 1.4301172162832956; Mean 9.18496801705757; Valid 1876.0

Variable Format: numeric

Notes: UNF:6:8tjHZ20FBMeQxY72sTzl6w==

f5805442 Location:

Summary Statistics: Max. 41.0; Valid 1876.0; Min. 0.0; Mean 22.80010660980807; StDev 12.555668891857616

Variable Format: numeric

Notes: UNF:6:zURhxqy4BuDFnID4JJzvJw==

f5805442 Location:

Summary Statistics: Min. 0.0; Max. 26.0; StDev 9.523976208207394; Mean 20.658315565031973; Valid 1876.0

Variable Format: numeric

Notes: UNF:6:pGQbA5JXalKBCFtpA3WQ9g==

f5805442 Location:

Summary Statistics: Min. 1.0; Valid 1876.0; Mean 3.328358208955225; StDev 1.2656974558524101; Max. 7.0

Variable Format: numeric

Notes: UNF:6:hbhfX8JXENmfufVIeMAEfw==

f5805442 Location:

Summary Statistics: Valid 1876.0; Max. 6.0; StDev 0.0; Mean 6.0; Min. 6.0;

Variable Format: numeric

Notes: UNF:6:XADVq2jdAgOjQuB5GmoZSA==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 1.903410141258805; Max. 9.87066065; Valid 1876.0; Mean 5.293900693768657

Variable Format: numeric

Notes: UNF:6:Jj9FxyYxzqhOMKFWAGkDFg==

f5805442 Location:

Summary Statistics: Valid 1697.0; Mean 1.9428403064230984; Max. 4.0; Min. 1.0; StDev 1.1362009246212923;

Variable Format: numeric

Notes: UNF:6:RVpm9S2eipI+qic7iplOOw==

f5805442 Location:

Summary Statistics: Max. 10.0; StDev 1.8290335987145752; Mean 2.482616381850325; Min. 0.0; Valid 1697.0

Variable Format: numeric

Notes: UNF:6:hgB0pGM9tD6X5McNw+3Yiw==

f5805442 Location:

Summary Statistics: StDev 1.677789414218684; Mean 2.2645845609899826; Max. 10.0; Min. 0.0; Valid 1697.0

Variable Format: numeric

Notes: UNF:6:2qM/0ZvXEvustCWUnRh99g==

f5805442 Location:

Summary Statistics: StDev 2.5933927863419015; Mean 4.217442545668826; Valid 1697.0; Min. 0.0; Max. 15.0

Variable Format: numeric

Notes: UNF:6:PcZ5f273dlvMTmld76zz+w==

f5805442 Location:

Summary Statistics: Max. 1.0; StDev 0.5001460798461866; Min. 0.0; Mean 0.5011792452830185; Valid 1696.0

Variable Format: numeric

Notes: UNF:6:H1adYkRfW2pRd4hQqshXcw==

f5805442 Location:

Summary Statistics: StDev 0.6733782192575691; Valid 1697.0; Mean 1.383028874484384; Min. 1.0; Max. 4.0

Variable Format: numeric

Notes: UNF:6:lP4ICUp9AwcNhugLpokP2g==

f5805442 Location:

Summary Statistics: Min. 1.0; Max. 5.0; Mean 3.03517877739331; StDev 1.0227798058259798; Valid 1734.0

Variable Format: numeric

Notes: UNF:6:aMVNH1EhOwcZIB8SgqCh+w==

f5805442 Location:

Summary Statistics: StDev 0.8130219497845919; Min. 2.0; Max. 4.0; Mean 2.981876332622601; Valid 1876.0;

Variable Format: numeric

Notes: UNF:6:iYxcNJu/aprxh5OsxPBiIQ==

f5805442 Location:

Summary Statistics: StDev 2.7126274009970084; Min. 0.0; Mean 3.853859752504418; Valid 1697.0; Max. 20.0

Variable Format: numeric

Notes: UNF:6:Rd8UhJ3xZYeJKYP+unDvnQ==

f5805442 Location:

Summary Statistics: Min. 1.0; Valid 1734.0; Max. 5.0; Mean 3.1799307958477496; StDev 1.010579236557687;

Variable Format: numeric

Notes: UNF:6:F1t+4X25wfxXzYHLsjdgag==

f5805442 Location:

Summary Statistics: Max. 1.0; Valid 1528.0; StDev 0.44692398521500615; Min. 0.0; Mean 0.2755235602094242

Variable Format: numeric

Notes: UNF:6:qLXf76YjJ1h8T5Kb3Oo0Aw==

f5805442 Location:

Summary Statistics: Valid 1528.0; StDev 0.4972744814634373; Min. 0.0; Max. 1.0; Mean 0.4463350785340309;

Variable Format: numeric

Notes: UNF:6:ainNs5X+UITYQvkj0Grc5w==

f5805442 Location:

Summary Statistics: Valid 1528.0; Mean 0.09947643979057588; StDev 0.29939863449775256; Min. 0.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:eq4MACBFz9D3ckWGd0TYSg==

f5805442 Location:

Summary Statistics: Mean 0.07918848167539269; Max. 1.0; Valid 1528.0; StDev 0.27012111780169346; Min. 0.0

Variable Format: numeric

Notes: UNF:6:k6f8ZNWaPmgI1csSzJ8lVg==

f5805442 Location:

Summary Statistics: Mean 0.870359457866824; Min. 0.0; StDev 0.3360065496002047; Valid 1697.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:qamvjfPnNz1HvvJBbWIEqA==

f5805442 Location:

Summary Statistics: Valid 1697.0; Max. 1.0; StDev 0.2778687330164397; Mean 0.9157336476134353; Min. 0.0

Variable Format: numeric

Notes: UNF:6:vr5k6qJpidkwLZLMbr41uA==

f5805442 Location:

Summary Statistics: Mean 0.8201650943396231; StDev 0.3841631550004893; Min. 0.0; Valid 1696.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:RaJuTPo7dhNS4LZzweCVVA==

f5805442 Location:

Summary Statistics: Max. 2.0; Valid 1697.0; Mean 0.9734826163818499; Min. 0.0; StDev 0.9700122536600736

Variable Format: numeric

Notes: UNF:6:3rSafQIdgCw4ZJPfM6Z+zw==

f5805442 Location:

Summary Statistics: Max. 1.0; StDev 0.3463774266852598; Min. 0.0; Valid 1694.0; Mean 0.13931523022432138

Variable Format: numeric

Notes: UNF:6:K9mWvqmqHzBkmOjppk3QTA==

f5805442 Location:

Summary Statistics: StDev 0.22160722455900456; Min. 0.0; Valid 1565.0; Max. 1.0; Mean 0.051757188498402475

Variable Format: numeric

Notes: UNF:6:s0sDaN3LTuTs82W0Jw6C3w==

f5805442 Location:

Summary Statistics: Valid 1730.0; Mean 1.6710982658959534; Max. 5.0; StDev 1.0083098667228847; Min. 1.0

Variable Format: numeric

Notes: UNF:6:NdLv9ScaUS1qN2lz+uJeOg==

f5805442 Location:

Summary Statistics: Valid 1476.0; Mean 0.06300813008130077; Min. 0.0; Max. 1.0; StDev 0.24305993388314692

Variable Format: numeric

Notes: UNF:6:rGISajnQvqxvCXbOPsvS5Q==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 0.7836035959625304; Max. 6.0; Mean 0.12973352033660518; Valid 1426.0

Variable Format: numeric

Notes: UNF:6:hm9tNvLZ1klUNndKCkpaIw==

f5805442 Location:

Summary Statistics: Min. 1.0; Mean 2.2084337349397583; Max. 3.0; StDev 0.8339835658644025; Valid 1660.0

Variable Format: numeric

Notes: UNF:6:zyyYrEZ/wFOJgAaVTZ3ITg==

f5805442 Location:

Summary Statistics: StDev 0.8253155008680398; Mean 2.398634812286689; Min. 1.0; Max. 3.0; Valid 1465.0;

Variable Format: numeric

Notes: UNF:6:h5OxEZb1NAUDHuAd0xvtRA==

f5805442 Location:

Summary Statistics: StDev 0.7834056281516942; Mean 2.4736129905277395; Valid 1478.0; Max. 3.0; Min. 1.0

Variable Format: numeric

Notes: UNF:6:zwISphWgn8jUGW6ZqIT6XA==

f5805442 Location:

Summary Statistics: StDev 0.3894801326792969; Min. 0.0; Max. 1.0; Mean 0.18632075471698137; Valid 1696.0;

Variable Format: numeric

Notes: UNF:6:UkXAY8MxR/K4WB9a06J1aA==

f5805442 Location:

Summary Statistics: Max. 1.0; StDev 0.39680900787735557; Mean 0.19563936358279319; Valid 1697.0; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:zSiPFj+DbF16IFhWLSMJew==

f5805442 Location:

Summary Statistics: Mean 0.24985268120212165; Min. 0.0; Valid 1697.0; StDev 0.5674247015804083; Max. 3.0;

Variable Format: numeric

Notes: UNF:6:usHQmcWl73PdOO3tdsXMig==

f5805442 Location:

Summary Statistics: Mean 0.5; StDev 0.5001333155602947; Valid 1876.0; Min. 0.0; Max. 1.0;

Variable Format: numeric

Notes: UNF:6:79FL/V9oprDA9u24zp9zZA==

f5805442 Location:

Summary Statistics: StDev 0.7818660385767369; Mean 2.270205066344994; Valid 1658.0; Max. 3.0; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:CfZ0M+epEHBteuF2Earv7g==

f5805442 Location:

Summary Statistics: StDev 0.797063275764875; Mean 2.458333333333333; Min. 1.0; Valid 1464.0; Max. 3.0;

Variable Format: numeric

Notes: UNF:6:XqsyQBHISDNkXapelUdliQ==

f5805442 Location:

Summary Statistics: Min. 1.0; Mean 2.5663956639566385; StDev 0.7236879301833412; Max. 3.0; Valid 1476.0

Variable Format: numeric

Notes: UNF:6:IFCN+VpvyzPWc/HPxUagmg==

f5805442 Location:

Summary Statistics: Valid 1720.0; Mean 3.363372093023255; StDev 1.7227716284198829; Max. 5.0; Min. 1.0

Variable Format: numeric

Notes: UNF:6:X1A5X1qtYNHxOH8CQpLLdQ==

f5805442 Location:

Summary Statistics: StDev 0.7784134609680311; Max. 3.0; Min. 1.0; Mean 2.4641148325358855; Valid 1463.0

Variable Format: numeric

Notes: UNF:6:RvtQazZRykH6b5xK3yXogw==

f5805442 Location:

Summary Statistics: Mean 2.5027173913043494; StDev 0.767272943951444; Valid 1472.0; Min. 1.0; Max. 3.0;

Variable Format: numeric

Notes: UNF:6:H2+nILJxLwey6822uIg0Zg==

f5805442 Location:

Summary Statistics: Valid 1676.0; StDev 1.2332333646786096; Min. 0.0; Mean 1.0304295942720758; Max. 5.0

Variable Format: numeric

Notes: UNF:6:m8qcbwblwMHgtGhhgSlWMg==

f5805442 Location:

Summary Statistics: Valid 1876.0; Max. 2.0; StDev 0.5750965432995992; Mean 0.3848614072494663; Min. 0.0

Variable Format: numeric

Notes: UNF:6:cUwpzqDYNtcTJq0mWDY26w==

f5805442 Location:

Summary Statistics: Max. 4.0; StDev 0.9745001816943117; Min. 0.0; Valid 1876.0; Mean 1.1950959488272948

Variable Format: numeric

Notes: UNF:6:52iI1TSUxYhERrJWojq1+w==

f5805442 Location:

Summary Statistics: StDev 0.7576291903363662; Valid 1876.0; Mean 0.619402985074626; Min. 0.0; Max. 2.0;

Variable Format: numeric

Notes: UNF:6:GZJ67qmv1gt6qff0Es7r1A==

f5805442 Location:

Summary Statistics: Max. 4.0; StDev 1.3105707671116897; Mean 1.8811300639658857; Valid 1876.0; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:cdcdjhIa0rF4IDNMy22wVA==

f5805442 Location:

Summary Statistics: Valid 1696.0; Mean 2.0347877358490565; Max. 3.0; Min. 1.0; StDev 0.6216105846341005;

Variable Format: numeric

Notes: UNF:6:pD4n0BysjJc7twVBzrhNTw==

f5805442 Location:

Summary Statistics: Max. 5.0; Min. 1.0; StDev 1.5574448671019532; Mean 3.567632850241544; Valid 1656.0

Variable Format: numeric

Notes: UNF:6:BI1af56n6xVxuibxcNi2qw==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 1.6512224222678906; Valid 1712.0; Max. 5.0; Mean 2.033294392523365

Variable Format: numeric

Notes: UNF:6:UvUxiLeYc6uy6InmtDvwmg==

f5805442 Location:

Summary Statistics: StDev 0.39311444699160064; Min. 0.0; Mean 0.8091118800461364; Valid 1734.0; Max. 1.0

Variable Format: numeric

Notes: UNF:6:kQxs8QIvO9gdKwgdO7Y6lw==

f5805442 Location:

Summary Statistics: Max. 40.0; Valid 1734.0; Min. 0.0; StDev 5.363855618975941; Mean 2.5738177623990803

Variable Format: numeric

Notes: UNF:6:qX1d05594R+iIGontc2FKw==

f5805442 Location:

Summary Statistics: Max. 1.0; Valid 1339.0; Min. 0.0; Mean 0.08140403286034366; StDev 0.27355676513393;

Variable Format: numeric

Notes: UNF:6:9i5vSwAk40UQp1I6zHBRXQ==

f5805442 Location:

Summary Statistics: Max. 1.0; Valid 1734.0; StDev 0.5001412435751126; Min. 0.0; Mean 0.4982698961937714;

Variable Format: numeric

Notes: UNF:6:WibYots4CiwGR0H54vAyCw==

f5805442 Location:

Summary Statistics: Min. 0.0; Mean 0.07727797001153389; Valid 1734.0; Max. 1.0; StDev 0.26710902530858055;

Variable Format: numeric

Notes: UNF:6:CPGwo4mWjuvLjdooqk2c9Q==

f5805442 Location:

Summary Statistics: Mean 7.132729211087482; Min. 1.0; StDev 4.298585840417084; Valid 1876.0; Max. 15.0

Variable Format: numeric

Notes: UNF:6:y+1QwShV9Lwxb/SLdCujhA==

f5805442 Location:

Summary Statistics: Max. 5.0; StDev 0.6756437791376895; Mean 0.20182926829268247; Valid 1640.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:3xGWh5szzWx/K51xXqboOQ==

f5805442 Location:

Summary Statistics: Valid 1481.0; StDev 0.8388797182594322; Min. 0.0; Max. 5.0; Mean 0.26941255908170203

Variable Format: numeric

Notes: UNF:6:IDWUc38DBQ7bH53jq3yq/w==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 0.9107353831365275; Max. 5.0; Mean 0.31643002028397704; Valid 1479.0

Variable Format: numeric

Notes: UNF:6:Je2HAwrUXA3yrpyvN3325g==

f5805442 Location:

Summary Statistics: Max. 30.0; Valid 1640.0; Mean 0.22134146341463531; StDev 1.990007534421263; Min. 0.0

Variable Format: numeric

Notes: UNF:6:fBecFJYqSSxR/RD4b+OOkQ==

f5805442 Location:

Summary Statistics: Valid 1481.0; Min. 0.0; Mean 0.5577312626603647; Max. 30.0; StDev 3.077524669697448

Variable Format: numeric

Notes: UNF:6:EZsCQKg58p4v7e0tEFoXbg==

f5805442 Location:

Summary Statistics: Max. 30.0; StDev 2.8493249315901523; Min. 0.0; Valid 1479.0; Mean 0.680865449628126;

Variable Format: numeric

Notes: UNF:6:2ha+gfsj3Q57roXraKFq7Q==

f5805442 Location:

Summary Statistics: StDev 8.304223623377005; Valid 1640.0; Max. 47.0; Mean 6.721341463414627; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:57TFdFgpQE9HjnyFt8qb6A==

f5805442 Location:

Summary Statistics: Valid 1481.0; StDev 9.79761416076604; Max. 50.0; Min. 0.0; Mean 11.0;

Variable Format: numeric

Notes: UNF:6:P6v+YlYz0xK6VDYFSoRqow==

f5805442 Location:

Summary Statistics: StDev 10.050610323198901; Min. 0.0; Mean 12.98918187964841; Valid 1479.0; Max. 50.0

Variable Format: numeric

Notes: UNF:6:3BY/m8491znjxdqCMhOApA==

f5805442 Location:

Summary Statistics: Max. 50.0; Mean 1.0195121951219512; Valid 1640.0; Min. 0.0; StDev 3.7541415494749044;

Variable Format: numeric

Notes: UNF:6:NHPr6LTLewSViOsdVgCM2A==

f5805442 Location:

Summary Statistics: Min. 0.0; Mean 2.923024983119517; Valid 1481.0; StDev 8.364307407721233; Max. 50.0

Variable Format: numeric

Notes: UNF:6:hNjNgiZXl6w1EzuPZporxA==

f5805442 Location:

Summary Statistics: Mean 2.3394185260311; Valid 1479.0; Min. 0.0; Max. 50.0; StDev 6.109599575162966;

Variable Format: numeric

Notes: UNF:6:lG2JNbLWjHUet9h8Ek0piA==

f5805442 Location:

Summary Statistics: Mean 0.2926829268292697; Max. 30.0; Valid 1640.0; StDev 2.334126506811432; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:BDgziNmAq9neQtDpxwKC4g==

f5805442 Location:

Summary Statistics: Max. 30.0; StDev 3.209745531330523; Mean 0.8230925050641472; Min. 0.0; Valid 1481.0;

Variable Format: numeric

Notes: UNF:6:hglDO2YJfYmR3Dy1x/Xq4A==

f5805442 Location:

Summary Statistics: Max. 27.0; Min. 0.0; StDev 3.985423094804343; Mean 1.4651791751183239; Valid 1479.0

Variable Format: numeric

Notes: UNF:6:T17EmYxc/dKwdA8eIaA4KQ==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 11.807710998260271; Mean 9.282926829268298; Max. 50.0; Valid 1640.0;

Variable Format: numeric

Notes: UNF:6:pFCHqTe2I58slc49ehEYKw==

f5805442 Location:

Summary Statistics: Max. 50.0; Mean 16.43484132343011; Valid 1481.0; Min. 0.0; StDev 14.57237209603191

Variable Format: numeric

Notes: UNF:6:MB8XL8EYnfTkG1pwpGm2xg==

f5805442 Location:

Summary Statistics: Min. 0.0; Mean 20.87829614604462; Max. 50.0; Valid 1479.0; StDev 15.824136967368393;

Variable Format: numeric

Notes: UNF:6:uvR8qQLT4P/iZ2q6jwqhAw==

f5805442 Location:

Summary Statistics: Valid 1640.0; Max. 30.0; StDev 1.3684348007036162; Mean 0.06890243902438965; Min. 0.0

Variable Format: numeric

Notes: UNF:6:prurPA4TggQolhdou6Js0w==

f5805442 Location:

Summary Statistics: Valid 1481.0; StDev 4.755508800581262; Min. 0.0; Mean 0.9027683997299102; Max. 30.0

Variable Format: numeric

Notes: UNF:6:Akt0FtaF/uih1HnuGR+usw==

f5805442 Location:

Summary Statistics: Max. 30.0; StDev 1.1028214286387117; Valid 1479.0; Min. 0.0; Mean 0.040567951318458716

Variable Format: numeric

Notes: UNF:6:gExUao64X5l3C1Yg3xdEDg==

f5805442 Location:

Summary Statistics: Min. 0.0; Valid 1640.0; Max. 50.0; StDev 11.478625668165487; Mean 4.894512195121956;

Variable Format: numeric

Notes: UNF:6:V4GwOg8SUGvZ+V+RQkXomQ==

f5805442 Location:

Summary Statistics: Max. 50.0; Mean 5.611748818365967; StDev 12.265138345275938; Valid 1481.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:XHIh6Oy4FeKFQ4Wdjlac8A==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 13.40394988457899; Mean 6.820148749154833; Valid 1479.0; Max. 50.0;

Variable Format: numeric

Notes: UNF:6:iH3tTLN1lI2h+7uKASFStQ==

f5805442 Location:

Summary Statistics: StDev 8.423234722935584; Max. 30.0; Mean 2.8487804878048797; Valid 1640.0; Min. 0.0

Variable Format: numeric

Notes: UNF:6:hbRYI9G0T28s1AYYxPUXpg==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 5.592930059752611; Valid 1481.0; Max. 30.0; Mean 1.297771775827148;

Variable Format: numeric

Notes: UNF:6:d6hTkbpLBZI4byM1FtKxzA==

f5805442 Location:

Summary Statistics: StDev 5.206269357394946; Max. 30.0; Mean 1.0709939148073022; Valid 1479.0; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:BUy7pEJh9jdLFVGPg2c6pA==

f5805442 Location:

Summary Statistics: StDev 3.5317976789676626; Max. 19.0; Valid 1640.0; Mean 7.332926829268294; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:OSjrlvOAuU1wiTXPZBUanA==

f5805442 Location:

Summary Statistics: Mean 8.690074274139096; Valid 1481.0; StDev 3.5966147833601965; Min. 0.0; Max. 20.0

Variable Format: numeric

Notes: UNF:6:r762/EfcTnklQeHCc3EuoQ==

f5805442 Location:

Summary Statistics: Min. 1.0; Mean 9.575388776200132; Valid 1479.0; StDev 3.4204020678056337; Max. 20.0

Variable Format: numeric

Notes: UNF:6:ZzmRT2haKT+ldD3sCNinPA==

f5805442 Location:

Summary Statistics: Valid 1662.0; Min. 1.0; Mean 3.179903730445247; Max. 4.0; StDev 1.004867379053772

Variable Format: numeric

Notes: UNF:6:6RVEcGFnVKD6KdLFvptT6Q==

f5805442 Location:

Summary Statistics: Min. 1.0; Mean 3.4925474254742546; Valid 1476.0; StDev 0.8662868439809048; Max. 4.0

Variable Format: numeric

Notes: UNF:6:oJCO4lSSDUpEzzLBU6SO0w==

f5805442 Location:

Summary Statistics: Max. 4.0; Mean 3.3495276653171384; Valid 1482.0; StDev 0.9005005245473979; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:kVKygA/6bNNl00kAnMTtFg==

f5805442 Location:

Summary Statistics: Mean 3.1690734055354994; Max. 4.0; Valid 1662.0; Min. 1.0; StDev 1.018637393334656

Variable Format: numeric

Notes: UNF:6:/a+/nPWszEmo5v1lVvnSnQ==

f5805442 Location:

Summary Statistics: StDev 0.8494919545072785; Min. 1.0; Mean 3.4153116531165306; Max. 4.0; Valid 1476.0

Variable Format: numeric

Notes: UNF:6:EEHhUfwyN0fAdJhEyGdYdw==

f5805442 Location:

Summary Statistics: Min. 1.0; Valid 1482.0; Max. 4.0; Mean 3.2968960863697707; StDev 0.9228752160580196

Variable Format: numeric

Notes: UNF:6:Zbj3HlQSnFuTBjWlsMRm5A==

f5805442 Location:

Summary Statistics: Valid 1662.0; StDev 1.039297484115716; Min. 1.0; Mean 3.0643802647412737; Max. 4.0

Variable Format: numeric

Notes: UNF:6:TuPXzNfzoGk7gTOobpwXxA==

f5805442 Location:

Summary Statistics: Max. 4.0; StDev 0.9050405194414695; Min. 1.0; Valid 1476.0; Mean 3.365176151761518;

Variable Format: numeric

Notes: UNF:6:tNRXT6WMDr/oF5jx/k83MQ==

f5805442 Location:

Summary Statistics: Mean 3.290148448043186; StDev 0.9380673767574198; Min. 1.0; Max. 4.0; Valid 1482.0;

Variable Format: numeric

Notes: UNF:6:RWt+BQsdQplY9gJjUms5/w==

f5805442 Location:

Summary Statistics: Mean 3.363417569193742; StDev 0.9331979379826888; Min. 1.0; Valid 1662.0; Max. 4.0

Variable Format: numeric

Notes: UNF:6:EbD5gl90s5hqOcgtjzhagg==

f5805442 Location:

Summary Statistics: Min. 1.0; StDev 0.8331966265158495; Mean 3.5264227642276427; Max. 4.0; Valid 1476.0;

Variable Format: numeric

Notes: UNF:6:UlFlHMwNaGV5I8vKrWFcFA==

f5805442 Location:

Summary Statistics: Max. 4.0; StDev 0.8349501501622936; Valid 1482.0; Mean 3.5047233468286096; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:qKZc8JGKsFjBXcZZdbrzgQ==

f5805442 Location:

Summary Statistics: Valid 1662.0; Max. 4.0; StDev 0.9424974548373687; Min. 1.0; Mean 3.2918170878459674;

Variable Format: numeric

Notes: UNF:6:KW37/fjFLJ2C+1KZz6lRqA==

f5805442 Location:

Summary Statistics: Max. 4.0; Min. 1.0; StDev 0.8518893127758937; Valid 1476.0; Mean 3.5196476964769645;

Variable Format: numeric

Notes: UNF:6:ULoHllFQBH+EY5V/yfqH+Q==

f5805442 Location:

Summary Statistics: Mean 3.51417004048583; Valid 1482.0; Max. 4.0; Min. 1.0; StDev 0.8380721378683988

Variable Format: numeric

Notes: UNF:6:HzOnFIV4DgpQjnzuVweVzQ==

f5805442 Location:

Summary Statistics: Mean 3.5228640192539116; Min. 1.0; Max. 4.0; StDev 0.7363574241029492; Valid 1662.0

Variable Format: numeric

Notes: UNF:6:4mpBMjP66MJ7fGvUGrAQqA==

f5805442 Location:

Summary Statistics: StDev 0.6913505929470869; Mean 3.6104336043360434; Valid 1476.0; Min. 1.0; Max. 4.0;

Variable Format: numeric

Notes: UNF:6:XkS+KMKaPNVxnZttUmMUWA==

f5805442 Location:

Summary Statistics: StDev 0.6025342688246298; Max. 4.0; Valid 1482.0; Min. 1.0; Mean 3.681511470985155;

Variable Format: numeric

Notes: UNF:6:QKYvoQY1UgAXmRzgPmq55A==

f5805442 Location:

Summary Statistics: Min. 1.0; Mean 3.4482551143200966; Valid 1662.0; Max. 4.0; StDev 0.8007559416980272

Variable Format: numeric

Notes: UNF:6:AQGmhvnpBl8tBm8BHVibIQ==

f5805442 Location:

Summary Statistics: Valid 1476.0; Max. 4.0; Min. 1.0; Mean 3.5033875338753377; StDev 0.7595641311809581

Variable Format: numeric

Notes: UNF:6:7AgIqUzB3X4VF+rVgnOuaA==

f5805442 Location:

Summary Statistics: StDev 0.7667571838340078; Max. 4.0; Min. 1.0; Valid 1482.0; Mean 3.449392712550608;

Variable Format: numeric

Notes: UNF:6:HGeJeuVErt8zlKodKPXahw==

f5805442 Location:

Summary Statistics: Max. 4.0; Min. 1.0; StDev 0.8378776270317445; Mean 3.4332129963898925; Valid 1662.0

Variable Format: numeric

Notes: UNF:6:A/FR1owPSq+wi7DrI60KFA==

f5805442 Location:

Summary Statistics: Mean 3.600271002710026; Valid 1476.0; StDev 0.7645359250846476; Max. 4.0; Min. 1.0

Variable Format: numeric

Notes: UNF:6:fdJX4T6sbC29jGM0LKDOcA==

f5805442 Location:

Summary Statistics: Valid 1482.0; StDev 0.7531251872730322; Min. 1.0; Max. 4.0; Mean 3.56612685560054;

Variable Format: numeric

Notes: UNF:6:MrcF9SJhPiBGHKvdkaRm0A==

f5805442 Location:

Summary Statistics: Max. 4.0; Valid 1662.0; Min. 1.0; StDev 0.8574703868042909; Mean 2.845367027677497

Variable Format: numeric

Notes: UNF:6:jQdM1rLqDSUOCdZargwK6w==

f5805442 Location:

Summary Statistics: StDev 0.8503633982863998; Min. 1.0; Valid 1476.0; Max. 4.0; Mean 2.7710027100271

Variable Format: numeric

Notes: UNF:6:69ut+fljcCL330xwTzfMHA==

f5805442 Location:

Summary Statistics: Min. 1.0; StDev 0.7836012935137043; Mean 2.6997300944669367; Max. 4.0; Valid 1482.0

Variable Format: numeric

Notes: UNF:6:ehRjVLMuEh9YAb6/m5ZY1w==

f5805442 Location:

Summary Statistics: Min. 1.0; Max. 4.0; Valid 1662.0; StDev 0.8564863474553205; Mean 3.039109506618533

Variable Format: numeric

Notes: UNF:6:bSg8l8buMr2t/c3b9S/1jA==

f5805442 Location:

Summary Statistics: StDev 0.8093055208173444; Valid 1476.0; Min. 1.0; Mean 3.068428184281843; Max. 4.0

Variable Format: numeric

Notes: UNF:6:mThQOR1Sg6mj0WzAJ2GfRA==

f5805442 Location:

Summary Statistics: Max. 4.0; StDev 0.7970599100935845; Valid 1482.0; Min. 1.0; Mean 3.008771929824561

Variable Format: numeric

Notes: UNF:6:QNAc140DjJ975JXIMr2bhQ==

f5805442 Location:

Summary Statistics: Min. 1.0; Mean 3.6690734055354994; Valid 1662.0; StDev 0.7328165473977826; Max. 4.0;

Variable Format: numeric

Notes: UNF:6:qhKI3HQCwFG5wgoEnBEznA==

f5805442 Location:

Summary Statistics: Min. 1.0; Valid 1476.0; Max. 4.0; StDev 0.685923814640566; Mean 3.7066395663956633;

Variable Format: numeric

Notes: UNF:6:inik7DNGiRu+fmU5ydT1kw==

f5805442 Location:

Summary Statistics: Mean 3.6875843454790824; Min. 1.0; Valid 1482.0; StDev 0.7295959830055613; Max. 4.0

Variable Format: numeric

Notes: UNF:6:9wkoUDdNq+sAPyhvpLD2VQ==

f5805442 Location:

Summary Statistics: Min. 1.0; Max. 4.0; Mean 3.5030084235860413; Valid 1662.0; StDev 0.8231614647438;

Variable Format: numeric

Notes: UNF:6:UDx+GAO5JHf6M5eZZPpWjg==

f5805442 Location:

Summary Statistics: Min. 1.0; Valid 1476.0; StDev 0.6980855991520841; Mean 3.6476964769647697; Max. 4.0;

Variable Format: numeric

Notes: UNF:6:LUYitjgc1Um3JwdrZHMB2A==

f5805442 Location:

Summary Statistics: Max. 4.0; Valid 1482.0; Mean 3.5883940620782724; StDev 0.7526322827586365; Min. 1.0;

Variable Format: numeric

Notes: UNF:6:udqLJnl0tEd+lUnmD04HUw==

f5805442 Location:

Summary Statistics: Valid 1662.0; Min. 1.0; StDev 0.6067762644073387; Max. 4.0; Mean 3.7641395908543926

Variable Format: numeric

Notes: UNF:6:4vh4euvI3dD15e8l56iafg==

f5805442 Location:

Summary Statistics: Max. 4.0; Min. 1.0; Mean 3.835365853658536; Valid 1476.0; StDev 0.5304260535303119

Variable Format: numeric

Notes: UNF:6:nyHtf3+RsStT6HYR5uaHPg==

f5805442 Location:

Summary Statistics: Mean 3.7726045883940618; Min. 1.0; Valid 1482.0; Max. 4.0; StDev 0.5904756927652913;

Variable Format: numeric

Notes: UNF:6:PQahrbxBVOzOdU0qdomm+Q==

f5805442 Location:

Summary Statistics: Min. 0.0; StDev 0.7014149072499481; Valid 1644.0; Max. 2.0; Mean 0.6684914841849144

Variable Format: numeric

Notes: UNF:6:OmVnOFsep6gG9mVd7sc9yw==

f5805442 Location:

Summary Statistics: Mean 0.5760945100764419; Valid 1439.0; Min. 0.0; Max. 2.0; StDev 0.7170764566957263;

Variable Format: numeric

Notes: UNF:6:ww02bfC3ulXJu6LwvE30tg==

f5805442 Location:

Summary Statistics: StDev 0.665726769999786; Min. 0.0; Max. 2.0; Mean 0.46435845213849286; Valid 1473.0

Variable Format: numeric

Notes: UNF:6:ew9CEo8Ion5+X1i8S40U8Q==

f5805442 Location:

Summary Statistics: Valid 1659.0; Mean 0.22845087402049422; Max. 2.0; StDev 0.5106921429442913; Min. 0.0

Variable Format: numeric

Notes: UNF:6:PNaXfFhNVlDHRIwis7XSpA==

f5805442 Location:

Summary Statistics: Max. 2.0; Mean 0.1379076086956521; StDev 0.4130804470899613; Min. 0.0; Valid 1472.0

Variable Format: numeric

Notes: UNF:6:ZGWklPIU0QN10hrPNbnt1g==

f5805442 Location:

Summary Statistics: StDev 0.3347440508441081; Max. 2.0; Mean 0.11073598919648885; Valid 1481.0; Min. 0.0;

Variable Format: numeric

Notes: UNF:6:mwBrR5LV/asfgwZR5rNgWg==

f5805442 Location:

Summary Statistics: Mean 1.7715491259795055; Valid 1659.0; Max. 2.0; Min. 0.0; StDev 0.5106921429442912

Variable Format: numeric

Notes: UNF:6:h9sEw/VFSZWvpNEr/1zsiQ==

f5805442 Location:

Summary Statistics: Valid 1472.0; StDev 0.4130804470899613; Min. 0.0; Max. 2.0; Mean 1.862092391304348

Variable Format: numeric

Notes: UNF:6:t9lUtlu3dBpHDxfxWTm0Dg==

f5805442 Location:

Summary Statistics: Mean 1.889264010803511; StDev 0.334744050844108; Min. 0.0; Max. 2.0; Valid 1481.0;

Variable Format: numeric

Notes: UNF:6:g8Gndv1D5T22nH8sUeKtsg==

f5805442 Location: