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An IERI – International Educational Research Institute Journal

Table 3 Literacy and numerical stimulation, child’s gender, and mother’s SES (logistic regressions; average marginal effects)

From: How do numerical and literacy stimulations in mother–child interactions relate to early gender differences in mathematical competencies? Empirical results from the NEPS Newborn Cohort study

AME:

Literacy stimulation

Model 1

Literacy stimulation

Model 2

Numerical stimulation

Model 3

Numerical stimulation

Model 4

Girl

0.0443

0.0441

− 0.0193

− 0.0193

 

(0.0244)

(0.0244)

(0.0246)

(0.0245)

Boy × Mother’s SES

 

0.0170

 

− 0.0035

  

(0.0183)

 

(0.0179)

Girl × Mother’s SES

 

0.0333

 

0.0125

  

(0.0195)

 

(0.0188)

R2

0.0443

0.0461

0.0139

0.0139

N

1955

1955

1955

1955

  1. Source: NEPS, SC1; own calculations; all models control for mother’s birth cohort, mother’s employment status, child’s age, child’s temperament, mother’s marital status, number of children in the household, mother’s educational aspirations, and child’s positive mood; m = 50 imputations; variance inflation factor 1/VIF >0.1 for all independent variables; standard errors in parentheses
  2. *p < 0.05
  3. **p< 0.01
  4. ***p < 0.001