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Table 3 Maximum likelihood estimates of the second SEM

From: Harsh discipline relates to internalizing problems and cognitive functioning: findings from a cross-sectional study with school children in Tanzania

 

Unst. est.

SE

St. est.

CR

Harsh discipline

    

 Physical discipline

1.38

0.31

.82

4.41***

 Emotional discipline

1.00

-

.70

-

Internalizing problems

    

 Harsh discipline

1.34

0.32

.47

4.18***

 Emotional symptoms (SDQ)

1.00

-

.60

-

 Peer problems (SDQ)

0.53

0.09

.45

5.74***

 Depressive symptoms (CDI)

2.04

0.33

.64

6.18***

Working memory

    

 Internalizing problems

−1.70

0.78

-.17

−2.18*

 Block-Tapping test forward

1.00

-

.82

-

 Block-Tapping test backward

0.94

0.20

.71

4.77***

School performance

    

 Internalizing problems

−0.07

0.03

-.17

−2.27*

 Working memory

0.01

0.01

.28

3.62***

 School grades English

1.21

0.11

.74

11.01***

 School grades Mathematics

1.14

0.11

.70

10.62***

 School grades Swahili

1.00

-

.62

-

 School grades Science

1.34

0.12

.83

11.57***

  1. n 388, Unst. est unstandardized maximum likelihood estimates, SE standard error, St. est. standardized maximum likelihood estimates, CR critical ratio
  2. *p ≤ .05. ***p ≤ .001