Table 4 Mixed-effects ordinal logistic regression models of poor academic performance on mathematics.
From: The impact of psychopathology on academic performance in school-age children and adolescents
Independent variables | Model 0 | Adjusted OR (95% CI) | ||
|---|---|---|---|---|
Model 1 | Model 2 | Model 3 | ||
Psychiatric symptoms | ||||
Withdrawn | 1.12 (1.10–1.14)* | 1.09 (1.07–1.11)* | 0.99 (0.96–1.02) | 0.98 (0.95–1.01) |
Somatic complaints | 1.15 (1.12–1.18)* | 1.11 (1.08–1.14)* | 1.01 (0.98–1.05) | 1.01 (0.97–1.04) |
Anxious/depressed | 1.07 (1.06–1.08)* | 1.06 (1.04–1.07)* | 0.95 (0.93–0.97)* | 0.95 (0.93–0.97)* |
Social problems | 1.23 (1.20–1.26)* | 1.19 (1.17–1.22)* | 1.03 (1.00–1.07) | 1.03 (1.00–1.07) |
Thought problems | 1.31 (1.25–1.37)* | 1.25 (1.19–1.31)* | 0.87 (0.82–0.93)* | 0.85 (0.79–0.91)* |
Attention problems | 1.20 (1.18–1.22)* | 1.19 (1.17–1.21)* | 1.23 (1.20–1.26)* | 1.22 (1.19–1.25)* |
Delinquent behavior | 1.28 (1.24–1.31)* | 1.24 (1.20–1.27)* | 1.11 (1.07–1.15)* | 1.08 (1.04–1.13)* |
Aggressive behavior | 1.07 (1.07–1.08)* | 1.07 (1.06–1.08)* | 0.99 (0.98–1.00) | 1.00 (0.98–1.01) |
Sociodemographic factors | ||||
Gender (ref. Boys) | 0.93 (0.85–1.02) | 1.29 (1.17–1.43)* | 1.23 (1.09–1.38)* | |
Age | 1.14 (1.12–1.16)* | 1.13 (1.11–1.16)* | 1.10 (1.06–1.13)* | |
Type of school (ref. Public) | 0.68 (0.36–1.28) | 1.05 (0.70–1.57) | 1.18 (0.85–1.64) | |
Socioeconomic status | 0.96 (0.95–0.96)* | 0.97 (0.96–0.97)* | 0.97 (0.96–0.97)* | |
Ethnicity (ref. Native) | 1.66 (1.46–1.88)* | 1.34 (1.18–1.53)* | 1.19 (1.02–1.39) | |
Stressful life events | ||||
Adoption (ref. No) | 2.59 (1.86–3.60)* | 1.81 (1.19–2.74) | ||
Parental divorce/separation (ref. No) | 1.91 (1.70–2.15)* | 1.29 (1.11–1.49)* | ||
Grade retention (ref. No) | 6.87 (5.44–8.67)* | 2.96 (2.20–3.97)* | ||
Lifestyle variables | ||||
Frequency of screen use | 1.49 (1.38–1.61)* | 1.08 (0.98–1.19) | ||
Sleeping hours | 0.82 (0.77–0.87)* | 1.03 (0.94–1.13) | ||
Three meals a day (ref. No) | 0.43 (0.36–0.52)* | 0.73 (0.58–0.92) | ||