Table 3.

Longitudinal regression analysis testing moderation by CU traits on the association between teacher rewards/harsh discipline strategies and child school related outcomes

Variable	Academic Motivation Time 2				School Engagement Time 2
	B	SE	β	p	B	SE	β	p
Age	−1.99	0.95	−0.16	0.037	−3.00	1.53	−0.15	0.053
Gender	0.74	0.89	0.05	0.408	1.09	1.43	0.04	0.447
Family type	−0.96	1.74	−0.03	0.583	−3.25	2.80	−0.07	0.248
Free school milk	0.79	1.71	0.03	0.646	5.45	2.75	0.12	0.048
Antisocial behavior	0.19	0.21	0.06	0.356	−0.32	0.33	−0.06	0.331
Academic motivation time 1	0.70	0.09	0.59	<0.001	0.49	0.15	0.26	0.001
School engagement time 1	0.03	0.06	0.05	0.615	0.38	0.10	0.36	<0.001
CU traits	−0.03	0.19	−0.01	0.868	−0.03	0.30	−0.01	0.911
Reward strategies	−0.11	0.12	−0.05	0.404	0.12	0.20	0.04	0.558
Harsh strategies	−0.20	0.14	−0.10	0.141	−0.21	0.22	−0.06	0.338
CU × Reward strategies	−0.01	0.04	0.00	0.982	0.03	0.06	0.03	0.626
CU × Harsh discipline	0.06	0.04	0.09	0.097	0.13	0.06	0.12	0.035

CU = callous-unemotional traits. CU traits and teacher reward/harsh discipline were centred for interpretation. We created dummy variables for each individual teacher and entered all as covariates in regression model, but not shown in the table