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Table 4 Multiple logistic regression analyses for scholastic impairment by inattention and hyperactivity1 core symptoms adjusted for maternal education2, family structure3, and gender for each cohort country

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

  Sweden Denmark Finland
  Wald χ2 p < OR 95% CI Wald χ2 p < OR 95% CI Wald χ2 p < OR 95% CI
Reading impairment             
Inattention 6 .01 4.2 1.3, 13.0 469 .0001 10.5 8.5, 12.9 245 .0001 7.9 5.8, 9.5
Hyperactivity 1 .25 1.9 0.6, 5.7 118 .0001 3.8 2.9, 4.8 144 .0001 4.4 3.5, 5.7
Writing impairment             
Inattention 20 .0001 12.5 4.1, 38.1 309 .0001 5.4 4.5, 6.5 220 .0001 6.7 5.2, 8.7
Hyperactivity 11 .001 4.9 2.0, 12.5 73 .0001 2.6 2.1, 3.2 107 .0001 3.5 2.8, 4.5
Mathematics impairment             
Inattention 4 .05 4.0 1.1, 14.7 304 .0001 7.3 5.9, 9.2 318 .0001 10.6 8.2, 13.7
Hyperactivity .5 .50 1.5 0.5, 5.1 72 .0001 3.1 2.4, 4.0 176 .0001 5.7 4.4, 7.4
  1. 1 High score on both restlessness and fidgetiness (see Analyses section)
  2. 2 No university education versus at least some university education
  3. 3 Intact biological family versus disrupted (single-parent or step-parent present)