Table 5.
Risk differences (RDs) and 95% CIs for the direct and indirect pathways from socio-economic disadvantage (SEDe) to low maths and literacy scores, before (Section A) and after (Sections B and C) adjustment for intermediate confoundingd.
| LSAC |
MCS |
|||
|---|---|---|---|---|
| RDs | 95% CI | RDs | 95% CI | |
| Pathways from SED to low Maths scores | ||||
| Section A: Self-regulation and cognitive ability | ||||
| Directa | 7.51% | 2.87, 12.59 | 7.85% | 5.93, 9.72 |
| Joint indirecta | 4.45% | 2.45, 7.12 | 4.52% | 3.68, 5.45 |
| Indirect via self-regulationb | 1.4% | 0.38, 2.95 | 0.62% | 0.31, 1.00 |
| Indirect via cognitive abilityb | 3.00% | 1.37, 5.10 | 3.88% | 3.13, 4.73 |
| Section B: Self-regulation, adj. intermediate confounding (Ld) | ||||
| Indirect via self-regulation, adj. Ld,c | 1.12% | −0.13, 1.63 | 0.59% | 0.28, 0.96 |
| Section C: Cognitive ability, adj. intermediate confounding (Ld) | ||||
| Indirect via cognitive ability, adj. Ld,c | 3.45% | 1.73, 6.05 | 4.1% | 3.34, 4.99 |
| Pathways from SED to low Literacy | ||||
| Section A: Self-regulation and cognitive | ||||
| Directa | 8.71% | 3.87, 14.06 | 11.52% | 9.57, 13.48 |
| Joint indirecta | 4.13% | 2.09, 6.69 | 3.96% | 3.19, 4.84 |
| Indirect via self-regulationb | 1.32% | −0.03, 2.80 | 0.75% | 0.42, 1.14 |
| Indirect via cognitive abilityb | 2.76% 0.60 |
1.20, 4.77 (−0.04, 1.79) |
3.21% | 2.52, 4.01 |
| Section B: Self-regulation, adj. intermediate confounding (Ld) | ||||
| Indirect via self-regulation, adj. Ld,c | 1.18% | −0.23, 2.70 | 0.70% | 0.38, 1.08 |
| Section C: Cognitive ability, adj. intermediate confounding (Ld) | ||||
| Indirect via cognitive ability, adj. Ld,c | 3.45% | 1.61, 5.76 | 3.31% | 2.60, 4.12 |
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.
Estimated using method 1 ‘joint effects’.
Estimated using method 2 ‘path specific effects’.
Estimated using method 3 ‘intervention analogue’.
Latent class measure representing the ‘Early home and parenting environment’.
Low maternal education (left high school without Year 12 qualifications (Australia) or GCSEs grades A*-C (UK)).