Table 4.
Bivariate analysis of factors associated with the memory and attention scores
| Variable | Visual spatial organization | Sustained sequential processing | LEAF working memory | Novel problem | Mathematics skills | Basic reading skills | Written expression skills |
|---|---|---|---|---|---|---|---|
| Gender | |||||||
| Male | 2.96 ± 3.00 | 2.94 ± 2.93 | 2.94 ± 3.09 | 2.57 ± 2.88 | 1.97 ± 2.78 | 2.89 ± 3.56 | 3.76 ± 3.82 |
| Female | 2.44 ± 2.60 | 2.45 ± 2.62 | 2.60 ± 2.49 | 2.36 ± 2.48 | 2.45 ± 3.16 | 2.24 ± 2.80 | 3.21 ± 3.19 |
| p | 0.046 | 0.059 | 0.194 | 0.413 | 0.086 | 0.026 | 0.09 |
| Father’s educational level | |||||||
| Illiterate/primary | 3.54 ± 3.54 | 3.60 ± 3.44 | 3.83 ± 3.73 | 3.08 ± 3.23 | 3.44 ± 3.91 | 4.02 ± 4.15 | 4.70 ± 4.11 |
| Complementary | 3.25 ± 3.26 | 3.08 ± 3.07 | 3.21 ± 3.00 | 2.96 ± 2.95 | 2.42 ± 3.10 | 3.03 ± 3.21 | 4.25 ± 3.79 |
| Secondary | 2.62 ± 2.64 | 2.82 ± 2.93 | 2.74 ± 2.80 | 2.63 ± 2.74 | 2.22 ± 2.91 | 2.60 ± 3.29 | 3.68 ± 3.83 |
| University | 2.26 ± 2.34 | 2.19 ± 2.24 | 2.21 ± 2.31 | 1.92 ± 2.40 | 1.53 ± 2.32 | 1.92 ± 2.78 | 2.64 ± 2.80 |
| p | 0.006 | 0.006 | 0.001 | 0.005 | < 0.001 | < 0.001 | < 0.001 |
| Mother’s educational level | |||||||
| Illiterate/primary | 3.59 ± 3.81 | 3.13 ± 2.38 | 3.41 ± 2.97 | 2.82 ± 2.50 | 2.73 ± 2.86 | 3.32 ± 2.61 | 3.64 ± 3.50 |
| Complementary | 3.46 ± 3.21 | 3.77 ± 3.58 | 3.71 ± 3.62 | 3.70 ± 3.47 | 3.28 ± 3.33 | 2.91 ± 2.84 | 4.96 ± 4.09 |
| Secondary | 2.96 ± 3.01 | 3.04 ± 2.94 | 2.57 ± 2.58 | 2.27 ± 2.44 | 2.19 ± 3.32 | 2.81 ± 3.39 | 3.52 ± 3.63 |
| University | 2.45 ± 2.53 | 2.41 ± 2.58 | 2.62 ± 2.72 | 2.31 ± 2.68 | 1.85 ± 2.63 | 2.41 ± 3.32 | 3.23 ± 3.37 |
| p | 0.026 | 0.004 | 0.035 | 0.005 | 0.007 | 0.404 | 0.012 |
Post hoc analysis: Father’s education level: working memory (illiterate/primary vs secondary p = 0.021; illiterate/primary vs university p = 0.002; complementary vs university p = 0.026); comprehension conceptual morning (illiterate/primary vs secondary p = 0.036; illiterate/primary vs university p < 0.001; complementary vs university p = 0.005); Factual memory (illiterate/primary vs university p = 0.001); attention (illiterate/primary vs secondary p = 0.022; illiterate/primary vs university p < 0.001; complementary vs university p = 0.003); processing speed (illiterate/primary vs university p = 0.014; complementary vs university p = 0.002); visual spatial organization (illiterate/primary vs university p = 0.034; complementary vs university p = 0.026); sustained sequential processing (illiterate/primary vs university p = 0.014); working memory (illiterate/primary vs university p = 0.003; complementary vs university p = 0.024); novel problem solving (complementary vs university p = 0.013); mathematics skills (illiterate/primary vs university p < 0.001); basic reading skills (illiterate/primary vs university p < 0.001; complementary vs university p = 0.033); written expression (illiterate/primary vs university p = 0.002; complementary vs university p = 0.001). Mother’s education level: comprehension conceptual learning (illiterate/primary vs secondary p = 0.033; illiterate/primary vs university p = 0.003; complementary vs university p = 0.005); Factual memory (complementary vs secondary p = 0.006; complementary vs secondary p = 0.008); LEAF attention (complementary vs secondary p = 0.012; complementary vs university p = 0.002); processing speed (complementary vs university p = 0.005); sustained sequential processing (complementary vs university p = 0.005); novel problem solving (complementary vs secondary p = 0.009; complementary vs secondary p = 0.004); mathematics skills (complementary vs university p = 0.005); written expression (complementary vs university p = 0.006)
Italic values indicate significant p-values