Table 2.

Relationship between arts ability (age 10) and behavioural difficulties and self-esteem (age 16): the whole sample and stratified sample by arts engagement frequency.

	Whole sample				Lower arts engagement frequency at age 10				Higher arts engagement frequency at age 10
	Behavioural difficulties		Self-esteem		Behavioural difficulties		Self-esteem		Behavioural difficulties		Self-esteem
	B ± SE	P	B ± SE	P	B ± SE	P	B ± SE	P	B ± SE	P	B ± SE	P
Model 1	−0.14 ± 0.01	<0.001	0.10 ± 0.02	<0.001	−0.14 ± 0.02	<0.001	0.07 ± 0.02	=0.001	−0.12 ± 0.02	<0.001	0.06 ± 0.03	=0.028
Model 2	−0.13 ± 0.01	<0.001	0.07 ± 0.02	<0.001	−0.13 ± 0.02	<0.001	0.05 ± 0.02	=0.025	−0.10 ± 0.02	<0.001	0.03 ± 0.03	=0.193
Model 3	−0.09 ± 0.01	<0.001	0.03 ± 0.02	=0.047	−0.09 ± 0.02	<0.001	0.03 ± 0.02	=0.182	−0.09 ± 0.02	< 0.001	0.01 ± 0.03	=0.816
Model 4	−0.06 ± 0.01	<0.001	0.02 ± 0.02	=0.235	−0.06 ± 0.02	=0.001	0.02 ± 0.02	=0.499	−0.05 ± 0.02	=0.015	−0.00 ± 0.03	=0.915
N	7700		4991		4622		2827		3020		2113

Note: Statistical significance is denoted by asterisks: *sig at 5%, **sig at 1%, ***sig at 0.1%.

Model 1 was unadjusted, model 2 adjusted for demographic factors (gender, ethnicity, parental employment status, household income, SES, parents’ education, family composition, and number of children in the household), model 3 additionally adjusted for child academic ability (maths, spelling, creative writing, reading, verbal ability and non-verbal ability) as well as physical activity, while model 4 additionally controlled for parent-child interactions (mother’s interest in child’s education and the time spent on talking to the parents each day) and mental health (mothers’ malaise, child extroversion, child anxiety, and baseline behavioural difficulties).