Table 4.
Regressions with the executive functioning variable PIS-EF as dependent variable, adjusted for all independent variables for males and females, refugees and other migrants.
| Males students | Female students | Refugees | Non-refugee migrants | |
|---|---|---|---|---|
| Independent variable | Coeff. (95% CI) p | Coeff. (95% CI) p | Coeff. (95% CI) p | Coeff. (95% CI) p |
| Posttraumatic stress symptoms | .041 (−.026, .109) .229 | .046 (−.017, .109) .153 | .029 (−.044, .103) .435 | .056 (−.006, .118) .078 |
| Emotional symptoms | −.089 (−.176, −.002) .045 | −.083 (−.167, .000) .050 | −.047 (−.137, .043) .306 | −.142 (−.223, −.062) < .001 |
| Conduct problems | .097 (−.021, .216) .107 | .015 (−.121, .151) .828 | .045 (−.088, .179) .505 | .054 (−.069, .177) .390 |
| Hyperactivity | −.090 (−.181, .002) .054 | −.113 (−.208, −.017) .020 | −.094 (−.196, .007) .068 | −.091 (−.180, −.003) .043 |
| Peer problems | .047 (−.057, .152) .374 | .047 (−.061, .156) .391 | .037 (−.076, .151) .518 | .061 (−.042, .165) .241 |
| Daily stress | −.011 (−.085, .063) .768 | .044 (−.031, .119) .248 | .021 (−.058, .100) .605 | .022 (−.052, .096) .565 |
| Ethnic discrimination | −.027 (−.128, .074) .599 | −.034 (−.156, .088) .587 | −.026 (−.148, .097) .681 | −.036 (−.142, .071) .511 |
| Prosocial behaviour | .143 (.051, .234) .002 | .135 (.027, .242) .014 | .196 (.087, .305) < .001 | .133 (.037, .230) .007 |
| Resilience | .358 (.235, .482) < .001 | .311 (.180, .441) < .001 | .338 (.198, .479) < .001 | .302 (.180, .425) < .001 |
| Support from family | .016 (−.096, .128) .785 | .016 (−.104, .137) .791 | .070 (−.047, .186) .241 | −.042 (−.162, .078) .489 |
| Support from friends | −.018 (−.128, .092) .744 | .022 (−.083, .127) .680 | .008 (−.107, .123) .893 | .007 (−.097, .111) .897 |
| School belonging | .129 (.017, .241) .025 | .085 (−.030, .200) .149 | .094 (−.035, .222) .153 | .125 (.018, .232) .022 |
| Response alternatives | coeff. (95% CI) p | coeff. (95% CI) p | coeff. (95% CI) p | Coeff. (95% CI) p |
| Well-being Bad | 15.9 (−2.7,, 34.5) .093 | 4.2 (−13.0, 21.3) .632 | 26.6 (5.5, 47.7) .014 | −0.6 (−17.7, 16.4) .940 |
| Well-being Normal | 12.3 (−5.2, 29.8) .169 | 6.5 (−8.9, 22.0) .407 | 22.6 (2.7, 42.5) .026 | 0.6 (−14.8, 15.9) .941 |
| Well-being Good | 11.2 (−6.5, 28.9) .215 | 6.7 (−9.0, 22.4) .404 | 25.2 (5.1, 45.4) .014 | −2.3 (−17.9, 13.3) .770 |
| Well-being Very good | 16.9 (−0.9, 34.7) .062 | 9.9 (−6.0, 25.8) .222 | 27.8 (7.4, 48.1) .008 | 2.9 (−12.8, 18.6) .719 |
Note. All variables transformed to 0–100 scales so that their effect on PIS-EF can be compared. Unstandardised coefficients. For Male students, the model ‘explains’ 22.0% of the variance in PIS-EF (R2 = .220, p < .001). For Female students, the model ‘explains’ 20.6% of the variance in PIS-EF (R2 = .206, p < .001). For Refugee students, the model ‘explains’ 24.2% of the variance in PIS-EF (R2 = .242, p < .001). For Other migrant students, the model ‘explains’ 19.4% of the variance in PIS-EF (R2 = .194, p < .001). Wellbeing Very Bad is here reference for the other Wellbeing response alternatives. For a meaningful level of accuracy, scales with values < 1 have three decimals; with values < 10 have two decimals; and scales up to values > 10 have one decimal.