Table 4.

Results of Linear Regression Analyses Assessing the Mediational Effects of Social Competence and Social Support on the Association between Psychopathology Risk Groups and Grades (GPA): Steps 3 and 4 of the Mediation Model

Potential Mediator  Psychopathology Risk Group for which prior steps of the mediation model were satisfied	Unstandardized β (SE) for risk group WITHOUT potential mediator in model	Standardized β for risk group WITHOUT potential mediator in model	Unstandardized β (SE) for risk group WITH potential mediator in the model	Standardized β for risk group WITH potential mediator in model	Sobel t
Teacher-Reported Social Competence† (n=521; df=9, 511)
COMORBID	-0.45 (0.09)	-0.20	-0.38 (0.09)	-0.17	-3.22**
Parent-Reported Social Competence† (n = 503; df= 9, 511)
DEPRESSED ONLY	-0.24 (0.10)	-0.09	-0.19 (0.10)	-0.07	-2.21*
COMORBID	-0.45 (0.09)	-0.20	-0.39 (0.09)	-0.17	-2.99**
Friend / Peer Social Support (n= 521; df=9, 511)
DEPRESSED ONLY	-0.24 (0.10)	-0.09	-0.18 (0.10)	-0.07	-2.75**
COMORBID	-0.45 (0.09)	-0.20	-0.37 (0.09)	-0.16	-3.08**
Family / Teacher Social Support (n= 521; df=9, 511)
CONDUCT ONLY	-0.28 (0.12)	-0.09	-0.22 (0.12)	-0.07	-1.87
DEPRESSED ONLY	-0.24 (0.10)	-0.09	-0.19 (0.10)	-0.07	-2.11*
COMORBID	-0.45 (0.09)	-0.20	-0.32 (0.09)	-0.14	4.05***

Note. Covariates in the analyses were age, sex, family income, and race.

^*p <.05.

^**p <.01.

^***p <.001.

^†Lower scores indicate higher social competence.