Table 2. Multinomial logistic regression analysis of educational attainment at age 19 and externalizing, internalizing and attention problems at age 11.
Model 1 | Model 2 | Model 3 | ||||
OR | 95% CI | OR | 95% CI | OR | 95% CI | |
Low vs high educational attainment | ||||||
Externalizing problems | 2.33*** | 1.78–3.06 | 1.70** | 1.18–2.46 | 1.41 | 0.94–2.11 |
Internalizing problems | 1.36* | 1.04–1.77 | 1.32 | 0.93–1.88 | 0.70 | 0.48–1.02 |
Attention problems | 3.48*** | 2.60–4.66 | 1.78** | 1.20–2.64 | 3.19*** | 2.11–4.83 |
Middle vs high educational attainment | ||||||
Externalizing problems | 1.71*** | 1.44–2.03 | 1.56** | 1.21–2.01 | 1.34* | 1.03–1.74 |
Internalizing problems | 1.14 | 0.98–1.32 | 1.25 | 1.00–1.56 | 0.75* | 0.60–0.94 |
Attention problems | 2.35*** | 1.97–2.81 | 1.53** | 1.19–1.96 | 2.28*** | 1.77–2.95 |
*p<0.05; **p<0.01; ***p<0.001.
Model 1: Crude model | Model 2: Adjusted for age, gender, IQ, parental educational level and physical health |Model 3: Adjusted for age, gender, IQ, parental educational level, physical health, internalizing or/and externalizing or/and attention problems.