Influences of Self-Efficacy, Beliefs and Emotional States in Assessment in Preschool Education
Table 6: Results on the difference at the level of variables targeting assessment and learning skills, descriptors, and compliance with the limits in terms of school readiness according to the variable number of children in the group
| Group Statistics | |||||
| Number children/class | N | Mean | Std. Deviation | t TEST | |
| Focus on assessment skills | >= 24,37 | 57 | 49,1404 | 4,60372 | t (98) =0,213,p =0,83 |
| < 24,37 | 43 | 48,9302 | 5,22082 | ||
| Descriptors | >= 24,37 | 57 | 34,1930 | 3,54279 | t (98) =0,677,p =0,50 |
| < 24,37 | 43 | 33,6512 | 4,45551 | ||
| School readiness (knowing limits) | >= 24,37 | 57 | 31,8947 | 4,66631 | t (98) =0,200,p =0,84 |
| < 24,37 | 43 | 31,6977 | 5,17105 | ||
| Focus on learning skills | >= 24,37 | 57 | 39,4035 | 4,62856 | t (98) =0,631,p = 0,52 |
| < 24,37 | 43 | 38,7674 | 5,43287 | ||