Table 3. Study 2: Effect of RES Scores on Depression, School Bonding and Anti-effort Norms, Summary of Final Regression Equations.
| Depression
(CES-D; N = 169) |
School Bonding
(N = 152) |
Rejection of Anti-effort Norms
(N = 152) |
|||||||
|---|---|---|---|---|---|---|---|---|---|
| Variable | B | β | P | B | β | p | B | β | p |
| Gender (male=1, 0 = female) | -3.52 | -.22 | .003 | -.04 | -.05 | .56 | -.29 | -.25 | .001 |
| Race (African American=1, 0 = Latino) | -2.88 | -.14 | .06 | .12 | .09 | .27 | .21 | .13 | .08 |
| Dual RES | -4.35 | -.31 | <.001 | .23 | .27 | .003 | .04 | .04 | .64 |
| Minority RES | 2.04 | .17 | .05 | .05 | .07 | .40 | .24 | .27 | .001 |
| In-group RES | 2.02 | .20 | .009 | -.14 | -.22 | .006 | -.21 | -.28 | <.001 |
| RES Aschematic | .57 | .07 | .40 | -.03 | -.07 | .44 | -.03 | -.04 | .62 |