# Table 2: **Mean Student Characteristics at Baseline by Treatment Group**

||(1)<br>Full<br>Sample|(2)<br>_Clubs_|(3)<br>_Virtue_or<br>_Mindful_|(4)<br>_Virtue_|(5)<br>_Mindful_|
|---|---|---|---|---|---|
|_Individual Characteristics_||||||
|Female|0.49|0.50|0.49|0.52|0.45<br>|
|Student’s age|13.55<sup>_∗_</sup>|13.87|13.36|13.35|13.36<sup>_††_</sup>|
|Student’s course|7.33|7.37|7.30|7.29|7.32<sup>_†_</sup>|
|Student is enrolled in the afternoon shift|0.40<sup>_∗∗∗_</sup>|0.64|0.25|0.08<sup>_§§§_</sup>|0.44<sup>_††_</sup>|
|Travel time (minutes from home to school)|14.50<sup>_∗∗_</sup>|16.41|13.32<sup>++</sup>|14.88|11.57<sup>_††_</sup>|
|Student has tried to immigrate to USA|0.02|0.03|0.01|0.01|0.02|
|Student works|0.13<sup>_∗_</sup>|0.15|0.11|0.11|0.11|
|_Household Characteristics_||||||
|Student’s household composition||||||
|<br>Student lives with both parents|0.63|0.62|0.63|0.66|0.60|
|Student lives only with mother|0.29|0.30|0.28|0.26|0.31|
|<br>Student lives only with father|0.02|0.01|0.02|0.02|0.02|
|<br>Student lives with other relatives|0.07|0.06|0.07|0.05|0.08|
|Student lives with unrelated adult|0.00|0.01|0.00|0.00|0.00|
|Mother’s education level||||||
|Years of education|7.60|7.42|7.71|7.96|7.45|
|_Main Outcomes_||||||
|Behavior at school|0.81<sup>_∗_</sup>|0.86|0.78|0.74<sup>_§_</sup>|0.82|
|Math grades|0.57|0.56|0.57|0.55|0.59|
|_Mechanisms_||||||
|SES Index|0.83|0.86|0.81|0.73|0.89|
|Short-term perseverance|0.30|0.32|0.29|0.29|0.28<sup>_†_</sup>|
|<br>Self-control|0.86|0.85|0.86|0.85<br>|0.88|
|Risk-aversion|31.88<sup>_∗_</sup>|32.07|31.76|31.61<sup>_§§_</sup>|31.93|
|Fluid intelligence|0.61|0.62|0.60|0.61|0.59<sup>_††_</sup>|
|<br>Fluid intelligence after negative stimuli|0.58|0.60|0.57|0.59|0.55<sup>_†††_</sup>|
|<br>Fluid intelligence after positive stimuli|0.62|0.63|0.61|0.62|0.60<sup>_††_</sup>|
|Arousal|68.08|66.40|69.08<sup>+</sup>|65.86|71.99<sup>_††_</sup>|
|Valence|20.94|18.90|22.16<sup>++</sup>|18.69|25.28<sup>_††_</sup>|
|Observations|897|341|556|294|262|

_Notes:_ This table shows average student characteristics and outcomes at baseline for the sample of participants. Column (1) presents mean characteristics for the full sample. Columns (2) and (3) show mean characteristics for the pure-control and _Clubs_ groups. Average characteristics for participants assigned to either of the psychologybased interventions are presented in column (4) and for each of the interventions, _Virtue_ and _Mindful_ , in columns (5) and (6), respectively. A description of individual and household characteristics is presented in Appendix 2. Details on the outcomes and mechanism variables are discussed in Section 3.2. All data on individual and family characteristics and outcomes were collected by the authors during the enrollment phase and baseline data collection using the different instruments as summarized in Table A3. “Observations” indicates the number of students within each group. The symbols representing unadjusted _p_ -values in the balance tests for all available variables are as follows: Clubs vs (Mindful + Virtue): *** p _<_ 0.01, ** p _<_ 0.05, * p _<_ 0.1. Clubs vs Virtue: _§§§_ p _<_ 0.01, _§§_ p _<_ 0.05, _§_ p _<_ 0.1. Clubs vs Mindful: _† † †_ p _<_ 0.01, _††_ p _<_ 0.05, _†_ p _<_ 0.1. Mindful vs Virtue: +++ p _<_ 0.01, ++ p _<_ 0.05, + p _<_ 0.1. For more information on balance tests, exact _p_ -values, and adjusted sharpened two-stage _q_ -values, see Table A5 in the Appendix.

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