Table 4.
Covariate means and standard deviations for mother-child and father-child models
| Mother-child task persistence class | ||||||||||
| High (n = 104) | Increasing (n = 16) | Slow decline (n = 31) | Rapid decline (n = 24) | Low (n = 39) | ||||||
| Covariates | M | SD | M | SD | M | SD | M | SD | M | SD |
| Preschool attention problems | 4.131 | 5.098 | 7.625 | 8.733 | 2.500 | 3.098 | 6.263 | 7.256 | 5.875 | 6.058 |
| Child sex | 50% female | 38% female | 58% female | 44% female | 45% female | |||||
| Verbal skills | 11.384 | 3.437 | 12.133 | 3.378 | 11.516 | 3.171 | 11.286 | 3.243 | 10.351 | 3.537 |
| Inhibitory control | 0.006 | 2.362 | −2.433 | 2.176 | −0.074 | 2.694 | −0.786 | 2.534 | −0.502 | 2.005 |
| Child negative emotion | 1.062 | 0.157 | 1.054 | 0.088 | 1.100 | 0.209 | 1.192 | 0.210 | 1.290 | 0.489 |
| Maternal praise | 10.709 | 6.925 | 9.750 | 6.758 | 9.710 | 7.221 | 9.541 | 8.241 | 5.816 | 5.088 |
| Maternal directives | 9.893 | 8.411 | 18.063 | 12.861 | 12.258 | 10.745 | 21.083 | 19.724 | 17.079 | 11.963 |
| Father-child task persistence class | ||||||||||
| High (n = 45) | Early Decline/Late Increase (n = 12) | Early Increase/Late Decline (n = 21) | Low (n = 39) | |||||||
| Covariates | M | SD | M | SD | M | SD | M | SD | ||
| Preschool attention problems | 3.438 | 5.003 | 6.364 | 8.213 | 4.059 | 4.351 | 5.500 | 5.922 | ||
| Child sex | 42% female | 33% female | 62% female | 54% female | ||||||
| Verbal skills | 12.907 | 3.890 | 11.250 | 3.596 | 11.619 | 3.450 | 10.676 | 3.310 | ||
| Inhibitory control | −0.073 | 2.184 | −0.432 | 2.261 | −0.666 | 2.543 | −1.005 | 2.057 | ||
| Child negative emotion | 1.025 | 0.072 | 1.325 | 0.630 | 1.104 | 0.202 | 1.222 | 0.406 | ||
| Paternal praise | 9.533 | 5.097 | 10.800 | 8.979 | 11.857 | 10.195 | 8.132 | 7.125 | ||
| Paternal directives | 9.822 | 8.534 | 10.000 | 9.381 | 17.667 | 20.922 | 15.421 | 9.989 | ||