. Author manuscript; available in PMC: 2018 Jan 4.

Published in final edited form as: Soc Dev. 2016 Nov 10;26(4):813–830. doi: 10.1111/sode.12229

Table 3. Multilevel models testing effect of school problems on youth and parent daily reports of parent-child interaction.

Outcome	Mother-child interaction models		Father-child interaction models

Predictors	Child report B (SE)	Mother report B (SE)	Child report B (SE)	Father report B (SE)
Parent-child warmth^a
Intercept	2.39 (0.07)^***	2.20 (0.06)^***	2.27 (0.07)^***	1.94 (0.06)
Academic problems	−0.04 (0.01)^**	0.009 (0.02)	−0.03 (0.02)	−0.04 (0.02)
Peer problems	−0.03 (0.02)	0.02 (0.02)	0.002 (0.02)	0.002 (0.02)
Study day	0.01 (0.005)^**	−0.01 (0.005)^*	0.01 (0.005)^*	−0.01 (0.006)

Parent-child conflict^a
Intercept	1.15 (0.03)^***	1.10 (0.02)^***	1.10 (0.03)^***	1.08 (0.02)^***
Academic problems	0.05 (0.01)^***	0.01 (0.01)	0.04 (0.01)^**	0.006 (0.01)
Peer problems	0.02 (0.01)	0.004 (0.01)	−0.01 (0.01)	0.0003 (0.01)
Study day	−0.002 (0.004)	−0.003 (0.003)	0.004 (0.004)	−0.004 (0.003)

Time around parent^b
Intercept	−0.49 (0.44)	–	−1.18 (0.45)^*	–
Academic problems	−0.27 (0.14)	–	−0.43 (0.16)^**	–
Peer problems	−0.18 (0.16)	–	−0.31 (0.18)	–
Study day	0.09 (0.04)	–	0.10 (0.04)^*	–

p< .05,

^**

p <.01,

^***

p <.001;

Analyses were conducted using dyadic multilevel linear regression models;

Analyses were conducted using non-dyadic multilevel logistic regression models;

SE = standard error.

Note: All models include random intercept effect; Study day (originally coded 0-55) was divided by 7 to equate a 1-unit change to a 1-week interval.