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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)
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