Table 4.

Risk Ratios (RRs) and 95% CIs for the Direct and Indirect pathways From Low Socio-economic Disadvantage (SED^e) to Low Maths and Literacy Scores, Before (Section A) and After (Sections B and C) Adjustment for Intermediate Confounding^d.

	LSAC		MCS
RRs	95% CI	RRs	95% CI
Pathways from SED to low Maths scores
Section A: Self-regulation and cognitive ability
Directa	1.46	1.17, 1.79	1.46	1.34, 1.58
Joint indirecta	1.19	1.10, 1.32	1.18	1.14, 1.22
Indirect via self-regulationb	1.05	1.01, 1.11	1.02	1.01, 1.03
Indirect via cognitive abilityb	1.13	1.06, 1.22	1.16	1.12, 1.19
Section B: Self-regulation, adj. intermediate confounding (Ld)
Indirect via self-regulation, adj. Ld,c	1.05	1.01, 1.11	1.02	1.01, 1.03
Section C: Cognitive ability, adj. intermediate confounding (Ld)
Indirect via cognitive ability, adj. Ld,c	1.14	1.07, 1.25	1.16	1.13, 1.20
Pathways from SED to low Literacy scores
Section A: Self-regulation and cognitive ability
Directa	1.51	1.22, 1.86	1.75	1.61, 1.90
Joint indirecta	1.16	1.08, 1.28	1.16	1.12, 1.19
Indirect via self-regulationb	1.05	1.01, 1.10	1.02	1.01, 1.04
Indirect via cognitive abilityb	1.11	1.05, 1.20	1.12	1.09, 1.15
Section B: Self-regulation, adj. intermediate confounding (Ld)
Indirect via self-regulation, adj. Ld,c	1.04	1.01, 1.11	1.02	1.01, 1.04
Section C: Cognitive ability, adj. intermediate confounding (Ld)
Indirect via cognitive ability, adj. Ld,c	1.13	1.06, 1.23	1.12	1.09, 1.15

LSAC = Longitudinal Study of Australian Children; MCS = Millennium Cohort Study.

N = 3028 (LSAC) and 11,168 (MCS).

All analyses adjust for baseline confounding: Young age (<20) at first live birth; English language spoken in the home.

^aEstimated using method 1 ‘joint effects’.

^bEstimated using method 2 ‘path specific effects’.

^cEstimated using method 3 ‘intervention analogue’.

^dLatent class measure representing the ‘Early home and parenting environment’.

^eLow maternal education (left high school without Year 12 qualifications (Australia) or GCSEs grades A*-C (UK)).