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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)