TABLE 2.

Association between emotional and behavior problems and the IQ‐achievement discrepancy (individual regression models)

Reporter	IQ‐achievement discrepancy
Scale, per 1‐SD	Adjusted mean difference	95% CI	p	p‐adjusted
Mother
Total problems	−0.11	−0.16, −0.06	<0.001	<0.001
Internalizing problems	−0.08	−0.12, −0.03	0.002	0.046
Externalizing problems	−0.12	−0.17, −0.07	<0.001	<0.001
Anxious/Depressed	−0.06	−0.11, −0.01	0.019	0.365
Withdrawn	−0.06	−0.11, −0.01	0.022	0.425
Somatic complaints	−0.08	−0.13, −0.03	0.002	0.042
Aggressive behavior	−0.06	−0.11, −0.01	0.019	0.368
Attention problems	−0.11	−0.16, −0.06	<0.001	<0.001
Emotionally reactive behavior	−0.05	−0.10, −0.01	0.028	0.544
Sleep problems	−0.07	−0.12, −0.02	0.005	0.098
Teacher
Total problems	−0.14	−0.19, −0.09	<0.001	<0.001
Internalizing problems	−0.04	−0.09, 0.01	0.106	1.000
Externalizing problems	−0.11	−0.16, −0.06	<0.001	<0.001
Anxious/Depressed	−0.04	−0.09, 0.01	0.125	1.000
Withdrawn/Depressed	−0.01	−0.06, 0.04	0.620	1.000
Somatic complaints	−0.04	−0.09, 0.01	0.137	1.000
Aggressive behavior	−0.10	−0.15, −0.05	<0.001	<0.001
Attention problems	−0.13	−0.18, −0.08	<0.001	<0.001
Social problems	−0.06	−0.11, −0.01	0.011	0.218
Thought problems	−0.07	−0.12, −0.02	0.007	0.128
Rule breaking behavior	−0.09	−0.14, −0.04	<0.001	<0.001

Adjusted standardized mean differences represent beta‐coefficients from linear regression models, expressing a standardized difference in the IQ‐achievement discrepancy per 1‐SD more mental health problems. Each row corresponds to the output of the independent contribution of parent‐ and teacher‐reported subscales, separately. Negative estimates indicate that higher problem behavior is associated to lower actual achievement than would be expected based on IQ. Estimates are standardized. All models adjusted for age at academic assessment, sex of the child, and household income.