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. Author manuscript; available in PMC: 2020 Sep 1.
Published in final edited form as: Assessment. 2017 Jun 25;26(6):1128–1141. doi: 10.1177/1073191117715732

Figure 2.

Figure 2.

Exploratory Structural Regression Model. Social impairment (SI) and academic impairment (AI) were regressed on sluggish cognitive tempo (SCT) and ADHD-inattention (IN) with sex as a covariate. Partial standardized coefficients represent the paths from SCT and ADHD-IN to social impairment (SI) and academic impairment (AI) while partial semi-standardized coefficients the paths from boy to SCT, ADHD-IN, SI, and AI (i.e., sex was not standardized while factors were standardized). Correlations are shown for factors and disturbances. All coefficients significant at p < .05 unless noted as non-significant (ns).