Table 1 Impacts of the two experiments at different time points.

From: Shifting parental beliefs about child development to foster parental investments and improve school readiness outcomes

 

Newborn program

HV program

 

6m

7/9m

12m

18m

30–36m

36-42m

Parents’ beliefs on

      

Impact of parents’ inputs

0.82***

0.61***

0.61***

0.38***

1.46***

1.25***

 

0.00

0.00

0.00

0.00

0.00

0.00

 

385

284

375

323

69

68

Parents’ inputs

      

Interactions w/childa

0.13

0.27**

0.10

0.10

0.62*

0.44

 

0.42

0.03

0.37

0.41

0.08

0.25

 

363

341

374

322

61

60

Child outcomes

      

Interactions w/parenta

−0.05

0.23**

-0.13

0.13

0.50*

0.30

 

0.62

0.05

0.26

0.33

0.08

0.33

 

363

341

374

322

61

60

Vocabularya

 

0.09

0.11

−0.04

 

0.31*

  

0.35

0.45

0.58

 

0.08

  

319

369

319

 

61

Math skills

     

0.48*

      

0.05

      

66

Social–emotional skills

    

0.44**

0.45*

     

0.02

0.06

     

69

68

  1. Differences between treatment and control group means are shown first for the two experiments at different time points. Below in italics are the multiplicity-adjusted p-values based on a two-sided Student’s t test. The adjustment procedure follows List, Shaikh and Xu (2019). Families of outcomes for the adjustment are described in the Supplementary Information, section 5. Below the p-values is the number of observations used in the regression. *For multiplicity-adjusted p-value < 0.1, **for multiplicity-adjusted p-value < 0.05, ***for multiplicity-adjusted p-value < 0.01.
  2. aSignals that the measurement tools used in the two experiments are different (see Supplementary Information, section 4). In the 7/9 months column, beliefs are measured at 7 months, and interactions are measured at 9 months.
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