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Table 3 Multiple logistic regression analyses for scholastic impairment by the sum of core ADHD symptoms1 adjusted for maternal education2 and family structure3 for each cohort country

From: Do inattention and hyperactivity symptoms equal scholastic impairment? evidence from three European cohorts

 

Boys

Girls

 

Sweden

Denmark

Finland

Sweden

Denmark

Finland

 

β

OR

95% CI

β

OR

95% CI

β

OR

95% CI

β

OR

95% CI

β

OR

95% CI

β

OR

95% CI

Reading

.24

1.2

1.0, 1.6

.49

1.6

1.5, 1.7

.35

1.5

1.4, 1.5

.18

1.3

.8, 2.2

.41

2.0

1.8, 2.2

.33

1.7

1.6, 1.9

Writing

.48

1.5

1.2, 1.9

.36

1.4

1.3, 1.5

.34

1.4

1.4, 1.5

.15

1.3

.8, 1.9

.35

1.8

1.6, 1.9

.32

1.7

1.6, 1.8

Mathematics

.28

1.1

.9, 1.7

.44

1.5

1.4, 1.6

.40

1.5

1.4, 1.6

.15

1.3

.9, 1.8

.37

1.8

1.7, 2.0

.32

1.7

1.6, 1.8

  1. 1the sum of the symptoms ranged from 0–6
  2. 2 No university education versus at least some university education
  3. 3 Intact biological family versus disrupted (single-parent or step-parent present)