The models
There are 105 unique models (mdl.file.name).
| Area | Group | models | avg_asset_index | avg_pctmale |
|---|---|---|---|---|
| Badakhshan | Children | 9 | -0.59 | 0.50 |
| Badakhshan | Parents | 9 | -0.63 | 1.00 |
| Badakhshan | Teachers | 9 | -0.62 | 0.57 |
| Ghazni | Children | 10 | 0.52 | 0.30 |
| Ghazni | Parents | 10 | 0.69 | 0.75 |
| Ghazni | Teachers | 7 | 0.92 | 0.26 |
| Jaighori | Children | 9 | 1.47 | 0.57 |
| Jaighori | Parents | 9 | 1.45 | 0.31 |
| Jaighori | Teachers | 9 | 1.51 | 0.50 |
| Takhar | Children | 10 | -1.04 | 0.48 |
| Takhar | Parents | 10 | -1.04 | 0.97 |
| Takhar | Teachers | 4 | -0.93 | 0.54 |
| asset_index_group | models |
|---|---|
| high | 21 |
| low | 19 |
| mid | 65 |
Nodes
What are common nodes across groups? Lesson learning, Child anxiety and distress, and Child interest in education appear many more times than the others (connected to >500 nodes, and in more than 75% of models) with Child attendance, Child health, and Family income following (connected to >250 nodes, and in more than 65% of models)
| node | n | n_models |
|---|---|---|
| Child happiness | 1138 | 105 |
| Lesson learning | 842 | 102 |
| Child anxiety and distress | 730 | 96 |
| Child interest in education | 509 | 79 |
| Child attendance | 373 | 70 |
| Child health | 324 | 74 |
| Family income | 265 | 67 |
| Learning material | 197 | 68 |
| Playing and exercising | 182 | 46 |
| Child self confidence | 180 | 44 |
| Child focus on education | 170 | 52 |
| Parent child encouragement | 155 | 52 |
| Child friendly relationship | 150 | 35 |
| Child homework completion | 146 | 42 |
| Parents focus on child education | 126 | 40 |
| Teacher child encouragement | 120 | 43 |
| Child fights | 114 | 38 |
| Child aim in life | 113 | 40 |
| Parents domestic issues | 113 | 49 |
| Child nutrition | 110 | 43 |
| Child result | 106 | 32 |
Among subgroups - role. There are also differences among subgroups. For instance, here are all nodes that were used at least 75% of the time by either parents, teachers, or children. All groups frequently used Lesson learning and Child anxiety and distress as key nodes. In contrast, many fewer child groups used Child interest in education, compared to Parent and Teacher groups; and many fewer teacher groups used Child health compared to children and parent groups.
Among subgroups - area. Here are all nodes that were used at least 75% of the time in at least one of the areas.
Direct links (edges)
What are common direct links across groups?
Although direct links are not widely shared across model-building groups, 10 were used by at least 37 groups. Of these, 4 interact with Child happiness in a feedback loop, 3 affect this loop, and 2 interact externally. Note that this isn’t exactly a “consensus” model as it only represents about 35% of the models.
| link | n_models | cause | effect | edge.color |
|---|---|---|---|---|
| Child happiness Decreases Child anxiety and distress | 78 | Child happiness | Child anxiety and distress | pink |
| Lesson learning Increases Child happiness | 76 | Lesson learning | Child happiness | light blue |
| Child anxiety and distress Decreases Child happiness | 66 | Child anxiety and distress | Child happiness | pink |
| Child attendance Increases Lesson learning | 51 | Child attendance | Lesson learning | light blue |
| Child focus on education Increases Lesson learning | 47 | Child focus on education | Lesson learning | light blue |
| Child anxiety and distress Decreases Child health | 44 | Child anxiety and distress | Child health | pink |
| Child happiness Increases Lesson learning | 43 | Child happiness | Lesson learning | light blue |
| Playing and exercising Increases Child happiness | 40 | Playing and exercising | Child happiness | light blue |
| Child health Increases Child attendance | 38 | Child health | Child attendance | light blue |
| Family income Increases Learning material | 38 | Family income | Learning material | light blue |
| Parents domestic issues Increases Child anxiety and distress | 38 | Parents domestic issues | Child anxiety and distress | light blue |
Here’s that diagram with line width representing prevalence of link across models (thicker=more models)
Among subgroups - role. Here are the most-widely shared links (at least 50% of models reporting link) within the group types of: children, parents and teachers.
Among subgroups - area. Here are the most-widely shared links (at least 50% of models reporting link) within the group types of: children, parents and teachers.
Indirect links (nodes that are downstream of other nodes)
If we expand our models to consider indirect edges (connections between any node in a model and all other nodes reachable from it), there are more similarities: now 71 (instead of 7) are used by at least 37 model-building groups. Note this does not consider the summed polarity of the connections, just the fact of one node (the ‘effect’) being reach from another (the ‘cause’) through causal connections. This will also show looping structures (e.g. “Lesson learning is downstream of Lesson learning” indicates a loop)
| cause | effect | n_models |
|---|---|---|
| Child happiness | Child happiness | 105 |
| Lesson learning | Lesson learning | 100 |
| Lesson learning | Child happiness | 98 |
| Child happiness | Lesson learning | 97 |
| Child anxiety and distress | Child happiness | 92 |
| Child happiness | Child anxiety and distress | 91 |
| Child anxiety and distress | Child anxiety and distress | 89 |
| Child anxiety and distress | Lesson learning | 86 |
| Lesson learning | Child anxiety and distress | 84 |
| Child health | Child happiness | 70 |
| Child health | Lesson learning | 66 |
| Child interest in education | Child happiness | 66 |
| Child interest in education | Lesson learning | 66 |
| Child health | Child anxiety and distress | 65 |
| Learning material | Child happiness | 65 |
| Lesson learning | Child attendance | 65 |
| Child attendance | Child attendance | 64 |
| Child attendance | Lesson learning | 64 |
| Child happiness | Child attendance | 64 |
| Family income | Child happiness | 64 |
| Learning material | Lesson learning | 64 |
| Lesson learning | Child interest in education | 64 |
| Child happiness | Child interest in education | 63 |
| Child attendance | Child happiness | 62 |
| Child interest in education | Child interest in education | 61 |
| Family income | Lesson learning | 61 |
| Child happiness | Child health | 60 |
| Child health | Child health | 60 |
| Family income | Child anxiety and distress | 59 |
| Child anxiety and distress | Child health | 57 |
| Learning material | Child anxiety and distress | 57 |
| Child anxiety and distress | Child attendance | 56 |
| Lesson learning | Child health | 56 |
| Child anxiety and distress | Child interest in education | 55 |
| Child interest in education | Child anxiety and distress | 54 |
| Child attendance | Child anxiety and distress | 51 |
| Child health | Child attendance | 49 |
| Parent child encouragement | Child happiness | 49 |
| Child focus on education | Lesson learning | 48 |
| Child interest in education | Child attendance | 48 |
| Parent child encouragement | Lesson learning | 48 |
| Family income | Child attendance | 47 |
| Learning material | Child interest in education | 47 |
| Parents domestic issues | Child happiness | 47 |
| Child focus on education | Child happiness | 46 |
| Family income | Child health | 46 |
| Parents domestic issues | Child anxiety and distress | 46 |
| Learning material | Child attendance | 45 |
| Playing and exercising | Child happiness | 44 |
| Child attendance | Child interest in education | 43 |
| Parents domestic issues | Lesson learning | 43 |
| Family income | Child interest in education | 42 |
| Child focus on education | Child anxiety and distress | 41 |
| Child health | Child interest in education | 41 |
| Child nutrition | Child happiness | 41 |
| Parent child encouragement | Child anxiety and distress | 41 |
| Child homework completion | Child happiness | 40 |
| Child homework completion | Lesson learning | 40 |
| Child nutrition | Child anxiety and distress | 39 |
| Child nutrition | Lesson learning | 39 |
| Family income | Learning material | 39 |
| Learning material | Child health | 39 |
| Parent child encouragement | Child interest in education | 39 |
| Playing and exercising | Lesson learning | 39 |
| Teacher child encouragement | Child happiness | 39 |
| Teacher child encouragement | Lesson learning | 39 |
| Child aim in life | Child happiness | 38 |
| Child homework completion | Child anxiety and distress | 38 |
| Child self confidence | Child happiness | 38 |
| Playing and exercising | Child anxiety and distress | 38 |
| Parents focus on child education | Child happiness | 37 |
Among subgroups. Here are all indirect links that were used at least 75% of the time by either parents, teachers, or children.
Among subgroups - area . Here are all indirect links that were used at least 75% of the time in at least one area.
One way to focus down models to the systems they express is to only consider nodes that are involved in loops. To do this we construct a list of nodes in models that are reachable from themselves.
This lets us visualize simplified models from each group, with only those elements that are part of the looping structure.
As an example, here’s a comparison of the graph for the whole edgelist of the [1] “./Final - CRAS Kakan Children vensim Chen120122-Khusraw01-08-2023CC4.13.2023SA02.01.2024 NN 17.01.24.mdl” model and a graph of just the looping structures:
Nodes — in loops
What are common nodes across groups when looking just at looping structures? Lesson learning, and Child anxiety and distress appear many more times than the others (connected to >350 nodes, and in more than 75% of models) followed by Child interest in education, Child attendance, and Child health (connected to ~200 nodes, and in more than 50% of models). Other nodes are less common.
| node | n | n_models |
|---|---|---|
| Child happiness | 698 | 105 |
| Lesson learning | 548 | 100 |
| Child anxiety and distress | 385 | 89 |
| Child interest in education | 240 | 61 |
| Child attendance | 209 | 64 |
| Child health | 193 | 60 |
| Playing and exercising | 115 | 32 |
| Child self confidence | 103 | 29 |
Among subgroups. There are also differences among subgroups. For instance, here are all nodes that were used at least 50% of the time by either parents, teachers, or children. All groups frequently used Lesson learning and Child anxiety and distress as key nodes. Child attendance was less frequently mentioned, but similar across groups. In contrast, many fewer child groups used Child interest in education, compared to Parent and Teacher groups; and many fewer teacher groups used Child health compared to children and parent groups (similarly to the results not limiting to loops).
Among subgroups - area. Here are all nodes that were used at least 50% of the time in at least one area.
Direct links (edges) — in loops
What are common direct links across groups when looking just within looping structures?
Although direct links are not widely shared across model-building groups, 10 were used by at least 29 groups. These interact in two joined loops. Note that this isn’t a “consensus” model as it only represents about 28% of the models.
| link | n_models |
|---|---|
| Lesson learning Increases Child happiness | 76 |
| Child happiness Decreases Child anxiety and distress | 75 |
| Child anxiety and distress Decreases Child happiness | 65 |
| Child attendance Increases Lesson learning | 48 |
| Child happiness Increases Lesson learning | 43 |
| Child anxiety and distress Decreases Child health | 41 |
| Child happiness Increases Child interest in education | 32 |
| Child interest in education Increases Child attendance | 32 |
| Child focus on education Increases Lesson learning | 30 |
| Child health Increases Child attendance | 30 |
Weighted with line width representing prevalence of link:
Within subgroups. Here are the most-widely shared links (at least 35% of models reporting link) within the group types of: children, parents and teachers.
| Group | link | n_models | pct_models |
|---|---|---|---|
| Parents | Child happiness Decreases Child anxiety and distress | 30 | 0.79 |
| Parents | Lesson learning Increases Child happiness | 29 | 0.76 |
| Children | Lesson learning Increases Child happiness | 28 | 0.74 |
| Teachers | Child happiness Decreases Child anxiety and distress | 21 | 0.72 |
| Parents | Child anxiety and distress Decreases Child happiness | 25 | 0.66 |
| Teachers | Lesson learning Increases Child happiness | 19 | 0.66 |
| Children | Child happiness Decreases Child anxiety and distress | 24 | 0.63 |
| Children | Child anxiety and distress Decreases Child happiness | 23 | 0.61 |
| Teachers | Child anxiety and distress Decreases Child happiness | 17 | 0.59 |
| Children | Child attendance Increases Lesson learning | 20 | 0.53 |
| Children | Child anxiety and distress Decreases Child health | 19 | 0.50 |
| Parents | Child attendance Increases Lesson learning | 18 | 0.47 |
| Parents | Child happiness Increases Child interest in education | 17 | 0.45 |
| Children | Child happiness Increases Lesson learning | 17 | 0.45 |
| Parents | Child happiness Increases Lesson learning | 17 | 0.45 |
| Children | Lesson learning Increases Child result | 17 | 0.45 |
| Teachers | Child focus on education Increases Lesson learning | 12 | 0.41 |
| Teachers | Child interest in education Increases Child attendance | 12 | 0.41 |
| Parents | Child anxiety and distress Decreases Child health | 15 | 0.39 |
| Children | Child health Increases Child attendance | 15 | 0.39 |
| Parents | Child interest in education Increases Child attendance | 15 | 0.39 |
| Teachers | Child happiness Increases Child interest in education | 11 | 0.38 |
| Teachers | Child interest in education Increases Lesson learning | 11 | 0.38 |
| Children | Playing and exercising Increases Child happiness | 14 | 0.37 |
Within subgroups. Here are the most-widely shared links (at least 35% of models reporting link) within area.
| Area | link | n_models | pct_models |
|---|---|---|---|
| Ghazni | Lesson learning Increases Child happiness | 26 | 0.96 |
| Badakhshan | Child happiness Decreases Child anxiety and distress | 25 | 0.93 |
| Jaighori | Lesson learning Increases Child happiness | 23 | 0.85 |
| Jaighori | Child anxiety and distress Decreases Child happiness | 21 | 0.78 |
| Takhar | Child attendance Increases Lesson learning | 18 | 0.75 |
| Badakhshan | Child anxiety and distress Decreases Child happiness | 20 | 0.74 |
| Ghazni | Child happiness Decreases Child anxiety and distress | 19 | 0.70 |
| Takhar | Lesson learning Increases Child happiness | 16 | 0.67 |
| Badakhshan | Child anxiety and distress Decreases Child health | 17 | 0.63 |
| Ghazni | Child happiness Increases Lesson learning | 17 | 0.63 |
| Jaighori | Playing and exercising Increases Child happiness | 17 | 0.63 |
| Takhar | Child happiness Decreases Child anxiety and distress | 15 | 0.62 |
| Ghazni | Child anxiety and distress Decreases Child happiness | 16 | 0.59 |
| Badakhshan | Child attendance Increases Lesson learning | 16 | 0.59 |
| Jaighori | Child happiness Decreases Child anxiety and distress | 16 | 0.59 |
| Takhar | Child focus on education Increases Lesson learning | 14 | 0.58 |
| Takhar | Child health Increases Child attendance | 14 | 0.58 |
| Takhar | Child interest in education Increases Child attendance | 12 | 0.50 |
| Badakhshan | Child interest in education Increases Child attendance | 13 | 0.48 |
| Takhar | Child anxiety and distress Decreases Child focus on education | 11 | 0.46 |
| Jaighori | Child happiness Increases Playing and exercising | 12 | 0.44 |
| Jaighori | Child interest in education Increases Lesson learning | 12 | 0.44 |
| Takhar | Child anxiety and distress Decreases Child health | 10 | 0.42 |
| Jaighori | Child focus on education Increases Lesson learning | 11 | 0.41 |
| Badakhshan | Child happiness Increases Lesson learning | 11 | 0.41 |
| Badakhshan | Lesson learning Increases Child happiness | 11 | 0.41 |
| Takhar | Child happiness Increases Child interest in education | 9 | 0.38 |
| Takhar | Lesson learning Increases Child aim in life | 9 | 0.38 |
| Badakhshan | Child health Decreases Child anxiety and distress | 10 | 0.37 |
| Badakhshan | Child health Increases Child attendance | 10 | 0.37 |
| Ghazni | Child interest in education Increases Lesson learning | 10 | 0.37 |
| Jaighori | Child result Increases Child happiness | 10 | 0.37 |
| Jaighori | Lesson learning Increases Child result | 10 | 0.37 |
Indirect links — in loops
If we expand our models to consider indirect edges (connections between any node in a model and all other nodes reachable from it), there are more similarities: now 32 of these cause-effect pairs are used by at least 37 model-building groups (35% of the overall). Note this does not consider the summed polarity of the connections, just the fact of one node (the ‘effect’) being reach from another (the ‘cause’) through causal connections. This will also show looping structures (e.g. “Lesson learning is downstream of Lesson learning” indicates a loop)
| cause | effect | n_models |
|---|---|---|
| Child happiness | Child happiness | 105 |
| Lesson learning | Lesson learning | 100 |
| Child happiness | Lesson learning | 97 |
| Lesson learning | Child happiness | 96 |
| Child anxiety and distress | Child anxiety and distress | 89 |
| Child anxiety and distress | Child happiness | 89 |
| Child happiness | Child anxiety and distress | 88 |
| Child anxiety and distress | Lesson learning | 82 |
| Lesson learning | Child anxiety and distress | 80 |
| Child attendance | Child attendance | 64 |
| Child happiness | Child attendance | 62 |
| Lesson learning | Child attendance | 62 |
| Child interest in education | Child interest in education | 61 |
| Child attendance | Lesson learning | 60 |
| Child health | Child health | 60 |
| Child health | Child happiness | 59 |
| Child attendance | Child happiness | 58 |
| Child happiness | Child interest in education | 58 |
| Child happiness | Child health | 57 |
| Child interest in education | Child happiness | 57 |
| Child interest in education | Lesson learning | 57 |
| Lesson learning | Child interest in education | 57 |
| Child health | Lesson learning | 55 |
| Child anxiety and distress | Child health | 54 |
| Child health | Child anxiety and distress | 54 |
| Lesson learning | Child health | 53 |
| Child anxiety and distress | Child attendance | 50 |
| Child anxiety and distress | Child interest in education | 48 |
| Child attendance | Child anxiety and distress | 47 |
| Child interest in education | Child anxiety and distress | 45 |
| Child interest in education | Child attendance | 42 |
| Child attendance | Child interest in education | 41 |
Among subgroups - role. Here are all indirect links that were used at least 75% of the time by either parents, teachers, or children.
All groups frequently used Lesson learning and Child anxiety and distress as key nodes. Child attendance was less frequently mentioned, but similar across groups. In contrast, many fewer child groups used Child interest in education, compared to Parent and Teacher groups; and many fewer teacher groups used Child health compared to children and parent groups (similarly to the results not limiting to loops).
| Group | link | n_models | pct_models |
|---|---|---|---|
| Children | Child happiness Child happiness | 38 | 1.00 |
| Parents | Child happiness Child happiness | 38 | 1.00 |
| Teachers | Child happiness Child happiness | 29 | 1.00 |
| Parents | Child happiness Lesson learning | 38 | 1.00 |
| Parents | Lesson learning Lesson learning | 38 | 1.00 |
| Children | Lesson learning Lesson learning | 37 | 0.97 |
| Children | Lesson learning Child happiness | 36 | 0.95 |
| Parents | Lesson learning Child happiness | 36 | 0.95 |
| Parents | Child anxiety and distress Child anxiety and distress | 34 | 0.89 |
| Parents | Child anxiety and distress Child happiness | 34 | 0.89 |
| Parents | Child anxiety and distress Lesson learning | 34 | 0.89 |
| Parents | Child happiness Child anxiety and distress | 34 | 0.89 |
| Children | Child happiness Lesson learning | 34 | 0.89 |
| Teachers | Child happiness Lesson learning | 25 | 0.86 |
| Teachers | Lesson learning Lesson learning | 25 | 0.86 |
| Parents | Lesson learning Child anxiety and distress | 32 | 0.84 |
| Teachers | Child anxiety and distress Child anxiety and distress | 24 | 0.83 |
| Teachers | Child anxiety and distress Child happiness | 24 | 0.83 |
| Teachers | Child happiness Child anxiety and distress | 24 | 0.83 |
| Teachers | Lesson learning Child happiness | 24 | 0.83 |
| Children | Child anxiety and distress Child anxiety and distress | 31 | 0.82 |
| Children | Child anxiety and distress Child happiness | 31 | 0.82 |
| Children | Child happiness Child anxiety and distress | 30 | 0.79 |
| Parents | Child happiness Child interest in education | 30 | 0.79 |
| Parents | Child interest in education Child interest in education | 30 | 0.79 |
| Parents | Child interest in education Lesson learning | 30 | 0.79 |
| Parents | Lesson learning Child interest in education | 30 | 0.79 |
| Parents | Child interest in education Child happiness | 29 | 0.76 |
| Teachers | Child interest in education Child interest in education | 22 | 0.76 |
| Children | Child anxiety and distress Lesson learning | 28 | 0.74 |
| Children | Lesson learning Child anxiety and distress | 28 | 0.74 |
| Children | Child health Child health | 27 | 0.71 |
| Teachers | Child anxiety and distress Lesson learning | 20 | 0.69 |
| Teachers | Child happiness Child interest in education | 20 | 0.69 |
| Teachers | Lesson learning Child anxiety and distress | 20 | 0.69 |
| Parents | Child anxiety and distress Child interest in education | 26 | 0.68 |
| Children | Child health Child happiness | 26 | 0.68 |
| Children | Child attendance Child attendance | 25 | 0.66 |
| Parents | Child interest in education Child anxiety and distress | 25 | 0.66 |
| Children | Lesson learning Child attendance | 25 | 0.66 |
| Teachers | Child interest in education Child happiness | 19 | 0.66 |
| Children | Child attendance Lesson learning | 24 | 0.63 |
| Children | Child happiness Child attendance | 24 | 0.63 |
| Children | Child happiness Child health | 24 | 0.63 |
| Parents | Child happiness Child health | 24 | 0.63 |
| Parents | Child health Child happiness | 24 | 0.63 |
| Parents | Child health Child health | 24 | 0.63 |
| Children | Child health Lesson learning | 24 | 0.63 |
| Parents | Child health Lesson learning | 24 | 0.63 |
| Teachers | Child anxiety and distress Child interest in education | 18 | 0.62 |
| Teachers | Child attendance Child attendance | 18 | 0.62 |
| Teachers | Child interest in education Lesson learning | 18 | 0.62 |
| Teachers | Lesson learning Child interest in education | 18 | 0.62 |
| Children | Child anxiety and distress Child health | 23 | 0.61 |
| Parents | Child anxiety and distress Child health | 23 | 0.61 |
| Children | Child attendance Child happiness | 23 | 0.61 |
| Children | Child health Child anxiety and distress | 23 | 0.61 |
| Parents | Child health Child anxiety and distress | 23 | 0.61 |
| Children | Lesson learning Child health | 23 | 0.61 |
| Parents | Lesson learning Child health | 23 | 0.61 |
| Teachers | Child happiness Child attendance | 17 | 0.59 |
| Teachers | Child interest in education Child anxiety and distress | 17 | 0.59 |
| Parents | Child attendance Child attendance | 21 | 0.55 |
| Parents | Child attendance Lesson learning | 21 | 0.55 |
| Parents | Child happiness Child attendance | 21 | 0.55 |
| Parents | Lesson learning Child attendance | 21 | 0.55 |
| Teachers | Child interest in education Child attendance | 16 | 0.55 |
| Teachers | Lesson learning Child attendance | 16 | 0.55 |
| Parents | Child attendance Child happiness | 20 | 0.53 |
| Teachers | Child attendance Child happiness | 15 | 0.52 |
| Teachers | Child attendance Child interest in education | 15 | 0.52 |
| Teachers | Child attendance Lesson learning | 15 | 0.52 |
Among subgroups - area. Here are all indirect links that were used at least 75% of the time in at least one area.
| Area | link | n_models | pct_models |
|---|---|---|---|
| Badakhshan | Child anxiety and distress Child anxiety and distress | 27 | 1.00 |
| Badakhshan | Child anxiety and distress Child happiness | 27 | 1.00 |
| Badakhshan | Child happiness Child anxiety and distress | 27 | 1.00 |
| Badakhshan | Child happiness Child happiness | 27 | 1.00 |
| Ghazni | Child happiness Child happiness | 27 | 1.00 |
| Jaighori | Child happiness Child happiness | 27 | 1.00 |
| Takhar | Child happiness Child happiness | 24 | 1.00 |
| Ghazni | Child happiness Lesson learning | 27 | 1.00 |
| Takhar | Child happiness Lesson learning | 24 | 1.00 |
| Ghazni | Lesson learning Child happiness | 27 | 1.00 |
| Ghazni | Lesson learning Lesson learning | 27 | 1.00 |
| Takhar | Lesson learning Lesson learning | 24 | 1.00 |
| Jaighori | Lesson learning Child happiness | 26 | 0.96 |
| Jaighori | Lesson learning Lesson learning | 26 | 0.96 |
| Takhar | Child attendance Child attendance | 23 | 0.96 |
| Takhar | Child happiness Child attendance | 23 | 0.96 |
| Takhar | Lesson learning Child attendance | 23 | 0.96 |
| Takhar | Lesson learning Child happiness | 23 | 0.96 |
| Jaighori | Child happiness Lesson learning | 24 | 0.89 |
| Takhar | Child attendance Lesson learning | 21 | 0.88 |
| Badakhshan | Lesson learning Lesson learning | 23 | 0.85 |
| Takhar | Child attendance Child happiness | 20 | 0.83 |
| Jaighori | Child anxiety and distress Child anxiety and distress | 22 | 0.81 |
| Jaighori | Child anxiety and distress Child happiness | 22 | 0.81 |
| Badakhshan | Child anxiety and distress Lesson learning | 22 | 0.81 |
| Badakhshan | Child happiness Lesson learning | 22 | 0.81 |
| Takhar | Child anxiety and distress Child anxiety and distress | 19 | 0.79 |
| Takhar | Child anxiety and distress Child happiness | 19 | 0.79 |
| Takhar | Child anxiety and distress Lesson learning | 19 | 0.79 |
| Takhar | Child happiness Child anxiety and distress | 19 | 0.79 |
| Takhar | Lesson learning Child anxiety and distress | 19 | 0.79 |
| Ghazni | Child anxiety and distress Child anxiety and distress | 21 | 0.78 |
| Ghazni | Child anxiety and distress Child happiness | 21 | 0.78 |
| Ghazni | Child anxiety and distress Lesson learning | 21 | 0.78 |
| Badakhshan | Child attendance Child attendance | 21 | 0.78 |
| Ghazni | Child happiness Child anxiety and distress | 21 | 0.78 |
| Jaighori | Child happiness Child anxiety and distress | 21 | 0.78 |
| Ghazni | Lesson learning Child anxiety and distress | 21 | 0.78 |
| Takhar | Child anxiety and distress Child attendance | 18 | 0.75 |
| Jaighori | Child anxiety and distress Lesson learning | 20 | 0.74 |
| Badakhshan | Lesson learning Child anxiety and distress | 20 | 0.74 |
| Jaighori | Lesson learning Child anxiety and distress | 20 | 0.74 |
| Badakhshan | Lesson learning Child happiness | 20 | 0.74 |
| Takhar | Child attendance Child anxiety and distress | 17 | 0.71 |
| Badakhshan | Child anxiety and distress Child attendance | 19 | 0.70 |
| Badakhshan | Child anxiety and distress Child health | 19 | 0.70 |
| Badakhshan | Child attendance Lesson learning | 19 | 0.70 |
| Badakhshan | Child happiness Child attendance | 19 | 0.70 |
| Badakhshan | Child happiness Child health | 19 | 0.70 |
| Badakhshan | Child health Child anxiety and distress | 19 | 0.70 |
| Badakhshan | Child health Child happiness | 19 | 0.70 |
| Badakhshan | Child health Child health | 19 | 0.70 |
| Badakhshan | Lesson learning Child attendance | 19 | 0.70 |
| Badakhshan | Child attendance Child anxiety and distress | 18 | 0.67 |
| Badakhshan | Child attendance Child happiness | 18 | 0.67 |
| Badakhshan | Child interest in education Child interest in education | 17 | 0.63 |
| Jaighori | Playing and exercising Child happiness | 17 | 0.63 |
| Jaighori | Playing and exercising Playing and exercising | 17 | 0.63 |
| Takhar | Child happiness Child interest in education | 15 | 0.62 |
| Takhar | Child health Child attendance | 15 | 0.62 |
| Takhar | Child health Child happiness | 15 | 0.62 |
| Takhar | Child health Child health | 15 | 0.62 |
| Takhar | Child health Lesson learning | 15 | 0.62 |
| Takhar | Child interest in education Child interest in education | 15 | 0.62 |
| Takhar | Lesson learning Child interest in education | 15 | 0.62 |
| Badakhshan | Child anxiety and distress Child interest in education | 16 | 0.59 |
| Badakhshan | Child happiness Child interest in education | 16 | 0.59 |
| Jaighori | Child happiness Playing and exercising | 16 | 0.59 |
| Jaighori | Child interest in education Child happiness | 16 | 0.59 |
| Jaighori | Child interest in education Child interest in education | 16 | 0.59 |
| Jaighori | Child interest in education Lesson learning | 16 | 0.59 |
| Jaighori | Lesson learning Child interest in education | 16 | 0.59 |
| Takhar | Child attendance Child health | 14 | 0.58 |
| Takhar | Child attendance Child interest in education | 14 | 0.58 |
| Takhar | Child focus on education Child focus on education | 14 | 0.58 |
| Takhar | Child focus on education Lesson learning | 14 | 0.58 |
| Takhar | Child happiness Child focus on education | 14 | 0.58 |
| Takhar | Child happiness Child health | 14 | 0.58 |
| Takhar | Child interest in education Child attendance | 14 | 0.58 |
| Takhar | Child interest in education Lesson learning | 14 | 0.58 |
| Takhar | Lesson learning Child focus on education | 14 | 0.58 |
| Takhar | Lesson learning Child health | 14 | 0.58 |
| Jaighori | Child happiness Child interest in education | 15 | 0.56 |
| Badakhshan | Child health Lesson learning | 15 | 0.56 |
| Badakhshan | Child interest in education Child anxiety and distress | 15 | 0.56 |
| Badakhshan | Child interest in education Child happiness | 15 | 0.56 |
| Jaighori | Lesson learning Playing and exercising | 15 | 0.56 |
| Jaighori | Playing and exercising Lesson learning | 15 | 0.56 |
| Takhar | Child focus on education Child attendance | 13 | 0.54 |
| Takhar | Child focus on education Child happiness | 13 | 0.54 |
| Takhar | Child interest in education Child happiness | 13 | 0.54 |
| Jaighori | Child anxiety and distress Playing and exercising | 14 | 0.52 |
| Badakhshan | Child attendance Child interest in education | 14 | 0.52 |
| Ghazni | Child friendly relationship Child friendly relationship | 14 | 0.52 |
| Ghazni | Child happiness Child health | 14 | 0.52 |
| Ghazni | Child health Child happiness | 14 | 0.52 |
| Ghazni | Child health Child health | 14 | 0.52 |
| Ghazni | Child health Lesson learning | 14 | 0.52 |
| Badakhshan | Child interest in education Child attendance | 14 | 0.52 |
| Badakhshan | Child interest in education Lesson learning | 14 | 0.52 |
| Badakhshan | Lesson learning Child health | 14 | 0.52 |
| Ghazni | Lesson learning Child health | 14 | 0.52 |
| Badakhshan | Lesson learning Child interest in education | 14 | 0.52 |
We can make matrices of each of these data types (nodes, direct edges, indirect edges, and each of these in looping structures only and use them to quantitatively display similarity and differences among groups with ordinations, as well as run environmental fit analyses to see if the distance of groups in “model space” (defined, again, by nodes, edges, etc.) fits significantly to geographic area, model-builder Role in the educational system, or other school-level characteristscs to be added later. This analysis runs each of these separately (without correction for multiple analyses) and compare observed fit to that expected by chance based on comparing against 999 randomizations.
| Area | Role | asset_index_group | assetindex_Avg | pct_male | |
|---|---|---|---|---|---|
| p-values | 0.001 | 0.001 | 0.001 | 0.001 | 0.001 |
| r-squared | 0.343 | 0.285 | 0.093 | 0.381 | 0.198 |
| Area | Role | asset_index_group | assetindex_Avg | pct_male | |
|---|---|---|---|---|---|
| p-values | 0.001 | 0.001 | 0.002 | 0.001 | 0.010 |
| r-squared | 0.400 | 0.174 | 0.104 | 0.433 | 0.092 |
| Area | Role | asset_index_group | assetindex_Avg | pct_male | |
|---|---|---|---|---|---|
| p-values | 0.001 | 0.001 | 0.008 | 0.001 | 0.001 |
| r-squared | 0.328 | 0.236 | 0.070 | 0.300 | 0.140 |
Ordination – loops
| Area | Role | asset_index_group | assetindex_Avg | pct_male | |
|---|---|---|---|---|---|
| p-values | 0.001 | 0.006 | 0.054 | 0.001 | 0.065 |
| r-squared | 0.211 | 0.065 | 0.044 | 0.185 | 0.053 |
| Area | Role | asset_index_group | assetindex_Avg | pct_male | |
|---|---|---|---|---|---|
| p-values | 0.001 | 0.160 | 0.004 | 0.001 | 0.031 |
| r-squared | 0.328 | 0.031 | 0.077 | 0.353 | 0.072 |
| Area | Role | asset_index_group | assetindex_Avg | pct_male | |
|---|---|---|---|---|---|
| p-values | 0.001 | 0.018 | 0.067 | 0.001 | 0.054 |
| r-squared | 0.215 | 0.062 | 0.043 | 0.187 | 0.057 |