. 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 4. Multilevel models testing moderator effect of positive parent-child involvement on the same-day links between school problems and daily reports of parent-child interaction.

	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	2.40 (0.06)^***	2.20 (0.05) ^***	2.27 (0.07)^***	1.92 (0.05)^***
Academic problems	−0.06 (0.02)^***	0.003 (0.02)	−0.03 (0.02)	−0.03 (0.02)
Peer problems	−0.05 (0.02)^*	0.007 (0.02)	−0.007 (0.02)	0.004 (0.02)
PEQ	0.63 (0.15)^***	0.46 (0.11)^***	0.46 (0.15)^**	0.40 (0.11)^***
Acad × PEQ	−0.12 (0.04)^***	−0.04 (0.04)	0.01 (0.03)	0.04 (0.05)
Peer × PEQ	−0.07 (0.04)	−0.05 (0.05)	−0.13 (0.05)^**	0.03 (0.06)

Parent-child conflict^a
Intercept	1.15 (0.03)^***	1.11 (0.02)^***	1.10 (0.03)^***	1.07 (0.02)^***
Academic problems	0.05 (0.01)^***	0.01 (0.01)	0.04 (0.01)^**	0.007 (0.01)
Peer problems	0.02 (0.01)	0.001 (0.01)	−0.01 (0.01)	−0.002 (0.01)
PEQ	−0.20 (0.06)^**	−0.07 (0.04)	−0.08 (0.05)	0.005 (0.03)
Acad × PEQ	0.04 (0.03)	−0.03 (0.02)	0.05 (0.03)^*	−0.01 (0.02)
Peer × PEQ	0.03 (0.03)	−0.008 (0.03)	−0.05 (0.04)	−0.03 (0.03)

Time around parent^b
Intercept	−0.45 (0.43)	–	−1.19 (0.45)^*	–
Academic problems	−0.31 (0.16)^*	–	−0.43 (0.16)^**	–
Peer problems	−0.28 (0.18)	–	−0.37 (0.18)^*	–
PEQ	2.50 (0.98)^*	–	1.64 (0.95)	–
Acad × PEQ	−0.72 (0.32)^*	–	−0.26 (0.38)	–
Peer × PEQ	−0.42 (0.37)	–	−0.46 (0.49)	–

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;

PEQ = Positive parental involvement; SE = standard error.

Note: All models include random intercept effect; All models control for study day.