Table 3.
Regression models: SDQ behavioral dimensions and academic achievement (T2) on student-teacher relationship quality (T1-T2 change and average scores).
| ES | CP | HI | PP | PS | AA | |
|---|---|---|---|---|---|---|
| Negative expectations (Change) | 0.08 | 0.15 | −0.04 | 0.10 | 0.08 | −0.06 |
| Closeness (Change) | −0.06 | 0.13 | −0.02 | −0.04 | 0.09 | 0.34** |
| Conflict (Change) | −0.14 | 0.24* | 0.33** | 0.01 | 0.06 | −0.01 |
| Negative expectations (Mean) | 0.06 | 0.15 | 0.15 | 0.23 | −0.19 | 0.18 |
| Closeness (Mean) | 0.02 | −0.06 | 0.05 | −0.06 | 0.09 | 0.24* |
| Conflict (Mean) | 0.01 | −0.00 | 0.03 | 0.02 | −0.02 | −0.03 |
| Gender (1 = Female; 0 = Male) | −0.01 | −0.05 | −0.14 | −0.08 | 0.24* | 0.08 |
| T1 score | 0.09 | 0.22* | 0.42** | 0.03 | 0.05 | 0.11 |
| R2 (Adj. R2) | 0.02 (0.00) | 0.23 (0.16) | 0.35 (0.29) | 0.12 (0.04) | 0.14 (0.05) | 0.25 (0.18) |
Standardized coefficients are reported. Variable labels: ES, emotional symptoms; CP, conduct problems; HI, hyperactivity/inattention; PP, peer relationship problems; PS, prosocial behaviors; AA, Academic achievement.
**
p < 0.01
*
p < 0.05.