Table 3.
Results of sub-sample estimates
| Variables | LB children | NLB children | ||
|---|---|---|---|---|
| (1) | (2) | (3) | (4) | |
| Extraversion | Non-extraversion | Extraversion | Non-extraversion | |
| Panel A: Teacher personality | ||||
| LB classmates’ depression scores | − 5.526*** | − 0.958* | − 9.835** | 0.442*** |
| (1.146) | (0.380) | (2.629) | (0.112) | |
| NLB classmates’ depression scores | − 9.438*** | 1.310*** | − 14.286** | − 0.165 |
| (1.789) | (0.346) | (3.997) | (0.235) | |
| Observations | 100 | 383 | 236 | 1,098 |
| R-squared | 0.808 | 0.306 | 0.741 | 0.232 |
| LB children | NLB children | |||
|---|---|---|---|---|
| (1) | (2) | (3) | (4) | |
| Active | Not active | Active | Not active | |
| Panel B: Active parent–child communication | ||||
| LB classmates’ depression scores | − 0.166 | − 0.657* | 0.430* | 0.339** |
| (0.228) | (0.299) | (0.207) | (0.122) | |
| NLB classmates’ depression scores | 0.858*** | 0.719** | 0.207* | 0.354** |
| (0.173) | (0.223) | (0.082) | (0.103) | |
| Observations | 223 | 260 | 636 | 698 |
| R-squared | 0.314 | 0.315 | 0.193 | 0.223 |
| LB children | NLB children | |||
|---|---|---|---|---|
| (1) | (2) | (3) | (4) | |
| High quantity | Low quantity | High quantity | Low quantity | |
| Panel C: Friendship | ||||
| LB classmates’ depression scores | − 0.180 | − 0.802 | 0.143* | 0.518*** |
| (0.196) | (0.433) | (0.059) | (0.141) | |
| NLB classmates’ depression scores | 0.623*** | 1.165** | 0.534*** | 0.133 |
| (0.144) | (0.403) | (0.148) | (0.150) | |
| Observations | 276 | 207 | 784 | 550 |
| R-squared | 0.227 | 0.329 | 0.182 | 0.199 |
| LB children | NLB children | |||
|---|---|---|---|---|
| (1) | (2) | (3) | (4) | |
| High quality | Low quality | High quality | Low quality | |
| LB classmates’ depression scores | − 0.100 | − 0.402 | 0.081 | 0.486** |
| (0.270) | (0.282) | (0.071) | (0.170) | |
| NLB classmates’ depression scores | 0.459* | 0.814** | 0.490 | 0.110 |
| (0.218) | (0.245) | (0.270) | (0.153) | |
| Observations | 224 | 259 | 687 | 647 |
| R-squared | 0.237 | 0.322 | 0.158 | 0.219 |
| Student and parent controls | Yes | Yes | Yes | Yes |
| Correlated effects controls | Yes | Yes | Yes | Yes |
| School-grade fixed effects | Yes | Yes | Yes | Yes |
Student and parent controls include the child’s gender, age, only-child status, boarding-student status, adjusted self-rated health, mental development, time spent playing online games, guardian’s education, parent’s occupation and family economic status. Correlated effect controls include class size, head teacher’s career duration, gender, education, professional job title and age. Standard errors are clustered at the class level and reported in parentheses. The weight of the inclusion is 1/sample. Significance: *** p < 0.001, ** p < 0.01, * p < 0.05