Table 4.

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

	Crude		Model 1		Model 2		Model 3		Model 4
	OR	95% CI	OR	95% CI	OR	95% CI	OR	95% CI	OR	95% CI
Parenting
Parent–child interaction
Low	ref	–	ref	–	ref	–	ref	–	ref	–
Middle	0.95	0.54–1.69	1.07	0.59–1.92	1.02	0.57–1.86	1.07	0.59–1.96	1.07	0.57–2.01
High	0.71	0.35–1.44	0.83	0.40–1.72	0.80	0.38–1.66	0.85	0.40–1.82	0.83	0.41–1.68
Neglect
No	ref	–	ref	–	ref	–	ref	–	ref	–
Yes	1.24	0.63–2.45	1.03	0.51–2.07	1.12	0.55–2.28	1.09	0.53–2.23	1.07	0.50–2.32
Physical abuse
No	ref	–	ref	–	ref	–	ref	–	ref	–
Yes	1.15	0.53–2.48	0.78	0.34–1.79	0.98	0.41–2.37	0.94	0.39–2.27	0.84	0.35–2.02
Psychological abuse
No	ref	–	ref	–	ref	–	ref	–	ref	–
Yes	0.85	0.47–1.54	0.60	0.32–1.15	0.59	0.30–1.17	0.56	0.28–1.11	0.56	0.27–1.14
Child mental health
SDQ: total difficulties score	1.05*	1.01–1.11	1.02	0.96–1.07	–	–	1.02	0.96–1.09	1.03	0.94–1.08
CRCS: Total score	0.96	0.91–1.00	0.98	0.93–1.04	–	–	0.99	0.93–1.05	1.01	0.94–1.08
School refusal in the second grade
No	ref	–	ref	–	–	–	–	–	ref	–
Yes	13.68***	6.39–29.27	10.99***	4.84–24.91	–	–	–	–	11.7***	5.02–27.4

^***p < 0.001,

^*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.

Model 4: added school refusal in the second grade to Model 3.