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. 2013 Sep 13;36(1):4–21. doi: 10.1007/s10862-013-9385-y

Table 5.

Ten different multiple regression analyses investigating main, additive, and interactive relations between socio-demographical covariates, the GD, CU and INS factors and teacher rated conduct problems

Model 1 Model 2 Model 3 Model 4 Model 5 Model 6 Model 7 Model 8 Model 9 Model10
β β β β β β β β β β
Parent’s SES −.09*** −.06** −.03* −.04* −.03 −.03 −.03 −.02 −.03* −.02
Parent’s origin .02 −.02 −.01 −.01 −.02 −.02 −.02 −.02 −.03 −.03
Child’s age −.10*** −.20*** −.07*** −.08*** −.13*** −.13*** −.12*** −.11*** −.14*** −.11***
Child’s gender −.20*** −.18*** −.09*** −.11*** −.11*** −.11*** −.10*** −.10*** −.11*** −.09***
GD .61*** −.05 .34*** .21***
CU .64*** .16*** .44*** .28***
INS .68*** .30*** .38***
GD x CU x INS .72*** .76*** .59*** .49***
R2 .06 .41 .46 .50 .56 .56 .57 .60 .52 .60

Teacher rated Conduct Problems is the dependent variable. β standardized Beta. GD grandiose-deceitful factor; CU callous-unemotional factor; INS impulsive-need for stimulation factor. None of the ten models had problems with multicollinearity as shown via Variance Inflation Factor (VIF) values all well below 5. A model including all variables, i.e., all socio-demographical covariates, all three CPTI factors, and the three-way interaction had problems with multicollinearity and is therefore not presented. *p < .05 **p < .01 ***p < .001