. Author manuscript; available in PMC: 2016 Jan 1.

Published in final edited form as: Early Child Res Q. 2015 3rd Quarter;32:139–149. doi: 10.1016/j.ecresq.2015.03.005

Table 4.

Selected Results from Multinomial Logistic Regressions of Kindergarten Wave Parenting Profiles (n = 1,550)

	High Investors			Average Investors			Television-Focused			Moderate Spankers

	B (SE)	β	OR	B (SE)	β	OR	B (SE)	β	OR	B (SE)	β	OR
Main Effects Model 1
Reading Skills	.036 (.016)^*	.17	1.04	.021 (.009)^*	.31	1.02	−.029 (.023)	−.09	.97	.013 (.010)	.22	1.01
Behavior Problems	−.219 (.077)^**	−.25	.80	−.088 (.030)^**	−.32	.92	−.128 (.062)^*	−.10	.88	−.067 (.028)^*	−.26	.94
Income	.079 (.080)	.09	1.08	.036 (.051)	.13	1.04	.097 (.083)	.07	1.10	.066 (.050)	.25	1.07
Education	.439 (.241)	.16	1.55	.113 (.158)	.13	1.12	.263 (.387)	.06	1.30	.149 (.162)	.18	1.16
Interaction Model 2
Reading Skills	.035 (.017)^*	.17	1.04	.023 (.009)^*	.31	1.02	−.035 (.027)	−.11	.97	.017 (.010)	.26	1.02
Behavior Problems	−.243 (.080)^**	−.28	.78	−.118 (.032)^***	−.38	.89	−.206 (.082)^*	−.15	.81	−.086 (.029)^**	−.32	.92
Reading × Behavior	−.008 (.004)^*	−.12	.99	−.007 (.002)^***	−.34	.99	−.011 (.005)^*	−.12	.99	−.001 (.002)	−.07	1.00
Interaction Model 3
Reading	.018 (.018)	.09	1.02	.022 (.009)^*	.32	1.02	−.028 (.024)	−.09	.97	.015 (.010)	.25	1.02
Income	.079 (.077)	.09	1.08	.043 (.050)	.14	1.04	.088 (.080)	.07	1.09	.072 (.048)	.27	1.08
Income × Reading	.012 (.005)^**	.19	1.01	.005 (.002)^*	.23	1.01	−.002 (.007)	−.02	1.00	.001 (.003)	.05	1.00
Interaction Model 4
Behavior Problems	−.188 (.088)^*	−.22	.83	−.095 (.031)^**	−.34	.91	−.145 (.073)^*	−.11	.87	−.075 (.028)^**	−.29	.93
Income	.050 (.076)	.06	1.05	.039 (.051)	.14	1.04	.099 (.083)	.07	1.10	.069 (.049)	.26	1.07
Income × Behavior	−.028 (.022)	−.12	.97	−.006 (.007)	−.07	.99	−.012 (.028)	−.03	.99	−.007 (.009)	−.09	.99

Note. “At-risk” was the referent. OR = odds ratio.

^***

p < .001.

^**

p < .01.

p < .05.