Table 2.
Multiple regression analyses showing unique associations between oppositional, ADHD, and CU behavior and outcomes
| Mother-reported (T1) | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| ||||||||||||
| Attentional focus | Fear | Anger/frustration | Moral regulation | Guilt | Empathy | |||||||
|
| ||||||||||||
| B(SE) | β | B(SE) | β | B(SE) | β | B(SE) | β | B(SE) | B | B(SE) | B | |
| ADHD | −.96(.15) | −.51*** | −.11(.20) | −.05 | .29(.13) | .17* | −.19(.11) | −.13 | .06(.17) | .04 | −.03(.14) | −.02 |
| Opp | .14(.15) | .07 | .27(.18) | .13 | .60(.12) | .37*** | −.11(.09) | −.08 | −.11(.13) | −.07 | −.05(.11) | −.03 |
| CU | .16(.19) | .06 | .19(.25) | .06 | −.02(.18) | −.01 | .42(.17) | −.19* | −.44(.20) | −.19* | −.41(.18) | −.20** |
| Observational tasks (T1) | Teacher-reported outcomes (T2) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| ||||||||||||
| ToM | Emotion understand | Effortful control | Externalizing | Reactive aggression | Proactive aggression | |||||||
|
| ||||||||||||
| B(SE) | β | B(SE) | β | B(SE) | β | B(SE) | β | B(SE) | β | B(SE) | β | |
| Externalizing (teacher-reported) (T1) | .23(.07) | .36*** | .08(.02) | .34*** | .06(.02) | .37*** | ||||||
| ADHD | −.30(.34) | −.07 | −.31(.14) | −.17* | −.24(.09) | −.20** | −.13(.14) | −.08 | .39(.63) | .06 | −.27(.55) | −.06 |
| Opp | .46(.35) | .10 | .20(.12) | .11 | .11(.10) | .09 | −.15(1.44) | −.08 | −.53(.59) | −.08 | .09(.43) | .02 |
| CU | −.81(.54) | −.11 | .09(.23) | .03 | −.13(.15) | −.07 | 8.89(3.29) | .34** | .95(1.12) | .09 | 1.14(.70) | .16† |
p<.10
p<.05
p<.01
p<.001.
Father-reported outcomes in supplemental Table 4. T1=time 1 (age 3); T2=time 2 (age 6). All models controlled for gender, age, family income, and child verbal IQ. We adjusted for multiple comparisons using the Holm-Šídák test, controlling for the 37 tests presented (adjusted p=.024). The italicized coefficient was no longer significant following adjustment for multiple comparisons. Female gender, higher verbal IQ, and older age were associated with higher observed effortful control. Higher verbal IQ was associated with higher moral regulation, guilt, ToM, and emotion understanding. Lower income was associated with higher attentional focusing and lower fear. We also examined contribution of the My Child scales to teacher-reported externalizing behavior. Empathy contributed unique variance to the model (β=−.12, p=.08), but CU behavior continued to have a strong main effect (β=.32, p=.006) over and above low empathy.