. Author manuscript; available in PMC: 2015 Feb 1.

Published in final edited form as: J Exp Child Psychol. 2013 Nov 12;118:10.1016/j.jecp.2013.09.008. doi: 10.1016/j.jecp.2013.09.008

Table 5.

Indirect Effects of Mediators of Kindergarten Number Sense on First Grade Outcomes

First Grade Outcomes	Mediators	Bootstrap Point Estimate	Standard Error	95% CI²
Number Sense	Executive Functioning	.073^*	.031	.024 – .154
	Attention Problems	.199^**	.071	.088 – .381
	Executive Functioning vs. Attention Problems¹	−.126	.080	−.318 – .008
Applied Problems	Executive Functioning	.152^**	.054	.070 – .287
	Attention Problems	.156^*	.064	.059 – .327
	Executive Functioning vs. Attention Problems¹	−.004	.082	−.179 – .149
Calculation	Executive Functioning	.069^*	.031	.020 – .143
	Attention Problems	.222^***	.057	.124 – .355
	Executive Functioning vs. Attention Problems¹	−.153	.068	−.294 – .025

Note. Mediation effects reflect indirect effects of kindergarten predictors on first grade outcomes through kindergarten mediators (executive functioning, attention problems, and number sense) following Preacher and Hayes (2008). 10000 bootstrap samples.

p < .05,

^**

p < .01,

^***

p < .001.

Demonstrates whether one mediator is significantly stronger than the other.

Bias corrected and accelerated confidence interval.