. 2022 Mar 23;90(6):1039–1056. doi: 10.1111/jopy.12713

TABLE 5.

Effects of educational expectations, graduation, age at first job, type of job, and covariates on self‐esteem trajectories

Estimates	Basic model	Conditional models
Estimates	Basic model	Model 1	Model 2	Model 3	Model 4	Model 5	Model 6
Means and variances of growth curve factors ^a
Means
Intercept	50.355^**	51.094^**	50.942^**	50.362^**	51.062	51.056^**	50.444^**
Slope before transition	0.247^**	0.391^**	0.418^**	0.403^**	0.424^**	0.391^**	0.441^**
Slope after transition	0.181^**	0.162^*	0.170^*	0.168	0.184^*	0.097	0.103
Random slope Neg. Ev.		−0.768^**	−0.750^**	−0.751^**	−0.739^**	−0.766^**	−0.722^**
Variances
Intercept	74.518^**	64.951^**	63.555^**	63.673^**	64.500^**	65.017^**	62.929^**
Slope before transition	0.345^**	0.248^**	0.241^**	0.243^**	0.245^**	0.246^**	0.223^**
Slope after transition	0.444^**	0.437^**	0.434^**	0.433^**	0.440^**	0.442^**	0.423^**
Random Slope Neg. Ev.		2.503^**	2.468^**	2.512^**	2.551^**	2.497^**	2.475^**
Regression coefficients of predictors and covariates of growth curve factors
Predicting intercept
Sex (0 = male, 1 = female)		0.483	0.844	0.750	0.585	0.498	1.000
SES		0.248	−0.306	−0.040	0.057	0.244	−0.469
Ed. Exp.			1.405^**				0.969 ⁺
Graduation (0 = no, 1 = yes)				2.240^**			−2.487
Ed. Exp. × Graduation							0.742
Age First Job					0.464^**		0.306
Type of job (0 = temporary, 1 = permanent)						0.127	0.404
Predicting slope before transition
Sex (0 = male, 1 = female)		−0.348^**	−0.366^**	−0.344^**	−0.342^**	−0.346^**	−0.364^**
SES		−0.080	−0.047	−0.081	−0.085	−0.080	−0.049
Ed. Exp.			−0.107 ⁺				−0.100
Predicting slope after transition
Sex (0 = male, 1 = female)		−0.106	−0.131	−0.099	−0.106	−0.120	−0.133
SES		−0.001	0.039	0.000	0.007	0.006	0.037
Ed. Exp.			−0.092				−0.043
Graduation (0 = no, 1 = yes)				0.038			1.783^**
Ed. Exp. × Graduation							−0.340^**
Age First Job					−0.008		−0.004
Type of Job (0 = temporary, 1 = permanent)						0.226	0.254

Mplus provides only unstandardized estimates for the present analyses, however we standardized self‐esteem scores before conducting analyses. Thus, these estimates can be interpreted as standardized effects. Neg. Ev. = negative life events; Ed. Ex. = educational expectations.

^{^a}

In the conditional models, means are intercepts and variances are residual variances.

^⁺

p < .10;

p < .05

^**

p < .01