Table 4.

Effects of Self-Perceived Scholastic Competence on Adolescent Adjustment

Dependent variable: Follow-up internalizing behavior
Variable	Total R2	R2 change	B	S.E. B	β
1. Childhood peer rejection	.13	.13***	.28	.05	.36
2. Childhood ADHD diagnosis	.15	.02*	.20	.09	.18
3. Interaction between 1 and 2	.16	.01	.21	.17	.21
4. Academic achievement	.16	.00	.00	.00	−.01
5. Self-perceived scholastic competence	.18	.02*	−.08	.04	−.15
6. Interaction between 1 and 5	.19	.01	.09	.05	.12
7. Interaction between 2 and 5	.19	.00	−.10	.11	−.15
Dependent variable: Follow-up substance use
Variable	Total R2	R2 change	B	S.E. B	β
1. Childhood peer rejection	.00	.00	−.07	.09	−.05
2. Childhood ADHD diagnosis	.04	.03**	.43	.16	.22
3. Interaction between 1 and 2	.04	.00	−.01	.31	−.01
4. Academic achievement	.04	.01	−.01	.01	−.08
5. Self-perceived scholastic competence	.08	.04**	−.21	.07	−.21
6. Interaction between 1 and 5	.08	.00	−.01	.09	.00
7. Interaction between 2 and 5	.09	.01	−.30	.20	−.26
Dependent variable: Follow-up externalizing behavior
Variable	Total R2	R2 change	B	S.E. B	β
1. Baseline externalizing behavior	.30	.30***	.39	.04	.55
2. Childhood peer rejection	.30	.00	−.04	.07	−.05
3. Childhood ADHD diagnosis	.31	.01	.14	.09	.12
4. Interaction between 2 and 3	.31	.00	−.07	.16	−.07
5. Academic achievement	.31	.00	.00	.00	−.02
6. Self-perceived scholastic competence	.33	.02*	−.09	.04	−.15
7. Interaction between 2 and 6	.33	.00	−.06	.05	−.08
8. Interaction between 3 and 6	.33	.00	−.07	.10	−.10

^*p<.05;

^**p<.01;

^***p<.001

R² change effect size conventions: .01 = small, .06 = medium, .14 = large (Cohen et al., 2003)