. Author manuscript; available in PMC: 2018 Nov 28.

Published in final edited form as: Pediatr Res. 2018 Apr 26;84(3):380–386. doi: 10.1038/s41390-018-0039-3

Table 2.

Association of Kindergarten Curiosity and Effortful Control with Academic Achievement in Reading and Math at Kindergarten

	Reading^¥ b (SE)	Math^¥ b (SE)
Curiosity	0.11 (0.01)^***	0.12 (0.01)^***
Effortful Control	0.11 (0.02)^***	0.14 (0.01)^***
Mother’s Age	---	0.06 (0.002)^***
Mother’s race/ethnicity
White / Non-Hispanic (ref)	---	---
Black / Non-Hispanic	0.02 (0.04)	−0.08 (0.03)^***
Hispanic	−0.08 (0.04)^***	−0.12 (0.03)^***
Asian	0.05 (0.04)^***	0.03 (0.04)^***
Other	−0.04 (0.07)^**	−0.05 (0.07)^**
Marital Status (Married)	0.06 (0.03)^**	---
SES (Kindergarten)	0.28 (0.02)^***	0.27 (0.02)^***
Child’s Age	0.19 (0.003)^***	0.25 (0.003)^***
Child Sex (Female)	0.03 (0.02)^*	---
Gestational Age	0.05 (0.004)^***	0.04 (0.006)^*
Birthweight	---	0.04 (0.02)^**
Previous Preschool Experience (No)	−0.08 (0.03)^***	−0.05 (0.03)^**
Trimester of Kindergarten at Assessment
August-October	−0.29 (0.04)^***	−0.20 (0.04)^***
November – January	−0.13 (0.04)^***	−0.11 (0.04)^***
February – June (ref)	---	---

^¥

Analyses included effortful control and the following covariates: maternal age, race/ethnicity, marital status, SES, child age, sex, gestational age, birthweight, previous preschool experience, and trimester of school at kindergarten timepoint. b coefficients are standardized betas.

p< .05

^**

p <. 01

^***

p < .001