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Table 1 School-level and individual-level pre-hypothesised mediators of Learning Together

From: The three stages of building and testing mid-level theories in a realist RCT: a theoretical and methodological case-example

School-level variables
Learning Together theory of change constructs Selected items from the following originator scales
Aggregate student perception of staff-student boundaries Beyond Blue School Climate Questionnairea
Aggregate student perception of student-centred framing of school Beyond Blue School Climate Questionnairea
Aggregate staff perception of staff-student boundaries Teacher authority or teacher-student collaboration School policies and practices surveyb
Teacher support for students across school or restriction to classroom School policies and practices surveyb
Aggregate staff perception of academic/broader development boundaries School policies and practices surveyb
Aggregate staff perception of student-student boundaries Dividing up or bringing together students (learning) School policies and practices surveyb
Dividing up or bringing together students (discipline and pastoral) School policies and practices surveyb
Individual level variables
Learning Together theory of change constructs Originator scales
Student commitment to school regulatory order Beyond Blue School Climate Questionnairea
Student commitment to school instructional order Beyond Blue School Climate Questionnairea
Student capacity for affiliation The Strengths and Difficulties Questionnairec
Student capacity for practical reasoning Empathy with others The Strengths and Difficulties Questionnairec
Ability to manage own emotions The Strengths and Difficulties Questionnairec
Short Warwick-Edinburgh Mental Well-Being Scaled
Ability to manage/not manage conflict The Strengths and Difficulties Questionnairec
Involvement with anti-school peer groups ESYTC Self-Reported Delinquencyd
Young People’s Development Programme (YPDP) evaluation measuree
  1. aSawyer et al., 2010 [40]
  2. bNewly developed scale by the Learning Together project team
  3. cGoodman, 1997 [41]
  4. dClarke et al., 2011 [42]
  5. eWiggins et al., 2009 [43]