Table 3.

Association between parenting in the first grade and school refusal in the second grade after multiple imputation.

	Crude		Model 1		Model 2		Model 3
	OR	95% CI	OR	95% CI	OR	95% CI	OR	95% CI
Parenting
Parent–child interaction
Low	ref	–	ref	–	ref	–	ref	–
Middle	0.67	0.38–1.19	0.71	0.40–1.26	0.72	0.40–1.29	0.82	0.46–1.49
High	0.71	0.38–1.32	0.78	0.42–1.46	0.81	0.43–1.52	1.05	0.54–2.05
Neglect
No	ref	–	ref	–	ref	–	ref	–
Yes	1.34	0.70–2.59	1.12	0.57–2.21	1.01	0.51–2.02	0.99	0.50–1.99
Physical abuse
No	ref	–	ref	–	ref	–	ref	–
Yes	2.10*	1.16–3.82	1.55	0.83–2.90	1.38	0.70–2.71	1.29	0.65–2.55
Psychological abuse
No	ref	–	ref	–	ref	–	ref	–
Yes	1.82*	1.11–2.98	1.41	0.84–2.37	1.25	0.71–2.19	1.14	0.64–2.00
Child mental health
SDQ: Total difficulties score	1.08***	1.04–1.13	1.05*	1.01–1.10	–	–	1.01	0.95–1.06
CRCS: Total score	0.90***	0.86–0.94	0.92**	0.88–0.97	–	–	0.93*	0.87–0.99

^***p < 0.001,

^**p < 0.01,

^*p < 0.05.

OR, odds ratio.

Model 1: adjusted for sex, birth order, the marital status of the caregiver, household income, and K6 of the caregiver.

Model 2: added all parenting variables to Model 1.

Model 3: added child mental health (the SDQ and the CRCS) to Model 2.