Table 5.

Multiple regression. Unique contributions (standardized beta weights) of ILCTI scales to school performance and the SDQ symptom scales, with child age and gender controlled for

	School Perfor-mance	SDQ Prosocial Behavior	SDQ Conduct Problems	SDQ Hyper-activity	SDQ Emotional Symptoms	SDQ Peer Problems	SDQ Externalizing Problems	SDQ Internalizing Problems
ILCTI Frustration	− .09	− .28*	.63*	.12	.22*	.12	.38*	.21*
ILCTI Behavioral Inhibition	− .05	.03	− .19*	− .04	.22*	− .05	− .11	.12
ILCTI Attention/ Persistence	.47*	.18*	− .16*	− .63*	− .17*	− .07	− .48*	− .14
ILCTI Activity Level	− .07	.07	.07	.29*	− .15	− .02	.23*	− .08
ILCTI Affiliation	.10	.38*	− .13	− .08	− .15	− .66*	− .12	− .44*
ILCTI Sensory Sensitivity	.10	.11	− .05	− .01	.15	.10	-.03	.15*

Note N = 372; ILCTI integrative late child temperament inventory; SDQ strength and difficulties questionnaire. Coefficients are standardized beta weights, representing unique contributions of each temperament dimension to problem scores, with child age and gender controlled for

^*p < .001