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

Published in final edited form as: J Appl Dev Psychol. 2014 Sep-Oct;35(5):433–443. doi: 10.1016/j.appdev.2014.08.001

Table 2.

Joint contributions of EC, BSR, and SC to achievement (results of hierarchical multiple regression analyses).

	Reading		Math
Variables	First step β^a (SE)	Second step β^a (SE)	First step β^a (SE)	Second step β^a (SE)
Demographic variables
IQ	0.23^** (0.04)	0.19^** (0.05)	0.38^** (0.03)	0.36^** (0.04)
ECON STATUS	−0.09 (0.05)	−0.05 (0.05)	− 0.31^** (0.04)	− 0.27^** (0.04)
GENDER	− 0.13^** (0.03)	−0.08 (0.04)	−0.01 (0.03)	0.04 (0.04)
LRS factors
BSR		0.09 (0.06)		0.09 (0.07)
EC		0.04 (0.04)		0.11^** (0.04)
SC		0.08 (0.06)		−0.02 (0.06)
Adjusted R²	.08^b,^**	.03^c,^**	.26^b,^**	.02^c,^**

Note. ECON STATUS = economic adversity status (1 = economically disadvantaged; 0 = not economically disadvantaged); GENDER (1 = male; 0 = female); BSR = behavioral self-regulation; EC = effortful control; SC = social competence; Reading = WJ-III ACH standardized age score for reading; Math = WJ-III ACH standardized age score for math.

Based on standardized parameter estimates.

Total variance (adjusted R²) of demographic variables (i.e., IQ, ECON STATUS, and GENDER).

Joint contribution of the three LRS constructs of BSR, EC, and SC (i.e., adjusted R² change from a model in which the effect of each LRS was constrained to be zero to a model in which the effect of each LRS construct was free to vary).

^**

p < .01.