. Author manuscript; available in PMC: 2015 Jan 10.

Published in final edited form as: J Youth Adolesc. 2014 May 18;44(1):18–36. doi: 10.1007/s10964-014-0133-8

Table 3.

CDI Scores Predicting Selective, Sustained, Divided Attention, Set Shifting, and Working Memory

	Selective Attention		Sustained Attention		Divided Attention		Set Shifting		Working Memory
	ΔR²	β	ΔR²	β	ΔR²	β	ΔR²	β	ΔR²	β
Predictor
Step 1	.006		.053^**		.019		.049^**		.058^**
Gender		.06		.07		0.12^†		0.07		.16^**
Age		.00		−.17^**		−.06		.11^††		−.11^††
Race (1)		−.05		−.09		−0.02		-.16^*		−.03
Race (2)		−.02		−.06		−0.02		0.03		−.05
SES		.01		.03		−0.03		.05		.10^††
Step 2	.001				.007		.008^††		.002
Rumination		−.03		.04		0.09		.09^††		−.04
Step 3	.001		.013^†		.000		0.001		.004
CDI		0.04		−.13^†		−.02		−.03		−.07
Total R²	.008		.067		.026		.058		.064
Adjusted R²	−.007		.053		.011		.043		.049
F (df)	4.73(7,462)		.549(7,460)		1.76(7,454)		4.04(7, 461)		4.31 (7 ,441)

Note. CDI = Children's Depression Inventory Scores. Rumination = Children's Response Styles Questionnaire Scores. Race (1) and Race (2) = dummy coded race variables. SES = socioeconomic status.

^††

p ≤ .05,

^†

p ≤ .01,

p ≤ .008,

^**

p ≤ .001