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Table 4 Models displaying interactions between mental disorder indicators and parents’ level of education for boys and girls. Beta coefficients of z-scores of grade points (with upper and lower 95% confidence intervals in parenthesis)

From: Is there a social gradient in how youth with mental disorder perform academically? Findings from a Swedish longitudinal register-based study

  Boys Girls
  Model 1a
Beta (CI)
Model 1b
Beta (CI)
Model 2a
Beta (CI)
Model 2b
Beta (CI)
Parental level of education
 Compulsory –0.85 (–0.87, –0.84) –0.85 (–0.86, –0.83) –0.89 (–0.90, –0.87) –0.87 (–0,88, –0.85)
 Upper secondary two year –0.62 (–0.63, –0.61) –0.60 (–0.61, –0.60) –0.62 (–0.63, –0.62) –0.61 (–0.62, –0.31)
 Upper secondary three year –0.34 (–0.35, –0.33) –0.33 (–0.34, –0.32) –0.33 (–0.34, –0.32) –0.32 (–0.33, –0.31)
 Post-secondary (Ref.) 0 0 0 0
Psychiatric hospitalisations –0.43 (–0.50, –0.36)   –0.25 (–0.27, –0.23)  
 × Compulsory 0.04 (–0.05, 0.12)   –0.10 (–0.15, –0.04)  
 × Upper secondary two year 0.08 (0.03, 0.13)   –0.09 (–0.12, –0.06)  
 × Upper secondary three year 0.04 (–0.30, 0.11)   –0.15 (–0.20, –0.11)  
 × Post-secondary (Ref.) 0   0  
Psychoanaleptics prescription   –0.75 (–0,77, –0.73)   –0.59 (–0.61, –0.56)
 × Compulsory   0.03 (–0.02, 0.08)   –0.09 (–0.14, –0.04)
 × Upper secondary two year   –0.04 (–0.07, –0.00)   –0.08 (–0.11, –0.05)
 × Upper secondary three year   –0.04 (–0.08, 0.00)   –0.12 (–0.16, –0.08)
 × Post-secondary (Ref.)   0   0
N 279 853 267 772
  1. Confidence intervals that do not include 0 indicate that estimates are statistically significant at the 5 % level (p < 0.05). Model 1a-1b displays the results for boys, model 2a-2b for girls. Models adjusted for all covariates