Table 4.
Associations between pattern of middle-childhood problems and early sexual behavior (imputed data set, N = 4,739)
| Problem (reference group) | Contrast pattern (% with problem patternb) | Unadjusted OR (95 % CI) | p | Adjusteda OR (95 % CI) | p |
|---|---|---|---|---|---|
| (A) Analysis using problems defined using cut-offs | |||||
| Hyperactivity/inattention (none throughout) | Decreasing (9.9) | 0.98 (0.76–1.25) | 0.845 | 0.88 (0.67–1.17) | 0.391 |
| Increasing (4.3) | 1.28 (0.91–1.80) | 0.149 | 0.96 (0.65–1.42) | 0.850 | |
| Persistent (5.9) | 1.06 (0.78–1.44) | 0.730 | 0.69 (0.48–1.00) | 0.047 | |
| Conduct problems (none throughout) | Decreasing (13.8) | 1.09 (0.88–1.35) | 0.418 | 1.08 (0.85–1.37) | 0.516 |
| Increasing (6.0) | 1.31 (0.97–1.76) | 0.079 | 1.16 (0.83–1.63) | 0.383 | |
| Persistent (8.2) | 1.79 (1.41–2.28) | <0.001 | 1.75 (1.31–2.35) | <0.001 | |
| Peer relationship problems (none throughout) | Decreasing (7.8) | 0.78 (0.58–1.03) | 0.083 | 0.70 (0.51–0.96) | 0.025 |
| Increasing (9.5) | 0.84 (0.65–1.08) | 0.178 | 0.74 (0.56–0.98) | 0.037 | |
| Persistent (5.3) | 0.74 (0.53–1.05) | 0.096 | 0.60 (0.40–0.89) | 0.012 | |
| Depressive symptoms (low throughout) | Decreasing (9.8) | 0.98 (0.76–1.26) | 0.855 | 0.98 (0.75–1.29) | 0.905 |
| Increasing (8.3) | 1.30 (1.01–1.69) | 0.043 | 1.16 (0.86–1.57) | 0.336 | |
| Persistent (2.9) | 1.29 (0.85–1.94) | 0.235 | 1.18 (0.73–1.90) | 0.494 | |
| School dislike (low throughout) | Decreasing (13.7) | 1.06 (0.85–1.32) | 0.628 | 1.04 (0.82–1.32) | 0.747 |
| Increasing (21.1) | 1.32 (1.10–1.58) | 0.003 | 1.36 (1.12–1.67) | 0.002 | |
| Persistent (15.1) | 1.15 (0.94–1.41) | 0.170 | 1.14 (0.91–1.44) | 0.256 | |
| School performance (high throughout) | Improving (11.6) | 0.99 (0.77–1.28) | 0.965 | 0.86 (0.65–1.13) | 0.282 |
| Worsening (9.5) | 1.39 (1.08–1.79) | 0.010 | 1.33 (1.00–1.76) | 0.049 | |
| Persistent (41.4) | 1.16 (0.99–1.35) | 0.065 | 1.03 (0.82–1.28) | 0.826 | |
| Problem | Effect | Unadjusted | Adjusteda | ||
|---|---|---|---|---|---|
| OR (95 % CI) | p | OR (95 % CI) | p | ||
| (B) Analysis using continuous problem scores c | |||||
| Hyperactivity Time 1 | 1 SD increase | 0.90 (0.81–1.00) | 0.061 | 1.11 (0.95–1.30) | 0.169 |
| Change in hyperactivity Time 1 to Time 2 | 1 SD increase | 1.06 (0.94–1.18) | 0.345 | 1.06 (0.92–1.23) | 0.423 |
| Conduct problems Time 1 | 1 SD increase | 1.17 (1.05–1.31) | 0.004 | 1.22 (1.06–1.40) | 0.006 |
| Change in conduct problems Time 1 to Time 2 | 1 SD increase | 1.04 (0.94–1.15) | 0.428 | 1.07 (0.94–1.21) | 0.305 |
| Peer problems Time 1 | 1 SD increase | 0.85 (0.77–0.94) | 0.001 | 0.78 (0.68–0.88) | <0.001 |
| Change in peer problems Time 1 to Time 2 | 1 SD increase | 0.88 (0.76–1.01) | 0.076 | 0.92 (0.76–1.11) | 0.391 |
| Depression Time 1 | 1 SD increase | 1.06 (0.95–1.19) | 0.292 | 1.04 (0.94–1.15) | 0.447 |
| Change in depression Time 1 to Time 2 | 1 SD increase | 1.08 (0.98–1.19) | 0.101 | 1.07 (0.99–1.16) | 0.110 |
| School dislike Time 1 | 1 SD increase | 1.08 (0.98–1.19) | 0.117 | 1.08 (0.98–1.20) | 0.106 |
| Change school dislike Time 1 to Time 2 | 1 SD increase | 1.11 (1.02–1.21) | 0.016 | 1.12 (1.02–1.21) | 0.012 |
| School performance Time 1 | 1 SD increase | 1.06 (0.94–1.19) | 0.374 | 1.13 (0.99–1.28) | 0.063 |
| Change in school performance Time 1 to Time 2 | 1 SD increase | 0.92 (0.80–1.04) | 0.189 | 0.94 (0.83–1.08) | 0.403 |
aAdjusted for other problems at same time point, gender, age in months, stage of puberty at age 15 assessment, mother’s education, maternal smoking, partner’s social class, biological father’s presence in household, household financial difficulties, child’s relationship with parents, parental monitoring, maternal interest in child’s schooling, child’s attendance at place of worship, child’s early puberty, IQ, child’s physical attractiveness, and early romantic behavior
bProblem patterns: decreasing (Time 1 only), increasing (Time 2 only), persistent (Time 1 and Time 2)
cAll scores were standardized, to allow comparison of effects. Change scores were calculated by subtracting Time 1 from Time 2 scores, where positive scores indicate increases in problems but an improvement in school performance