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An IERI – International Educational Research Institute Journal

Table 6 Numerical stimulation, child’s gender, mother’s SES, and control variables (logistic regressions)

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

 

Model 1

Model 2

Model 3

Model 4

Age child (w3)

0.0187 (0.0535)

0.0185 (0.0535)

0.0183 (0.0536)

0.0188 (0.0536)

Temperament child: angry (w3)

− 0.0113 (0.0470)

− 0.0128 (0.0471)

− 0.0123 (0.0472)

− 0.0121 (0.0472)

Temperament child: cries (w3)

− 0.0729* (0.0308)

− 0.0711* (0.0309)

− 0.0707* (0.0308)

− 0.0711* (0.0309)

Marital status mother (w3; ref: single)

    

 Married

− 0.1177 (0.1267)

− 0.11365 (0.1267)

− 0.1183 (0.1285)

− 0.1180 (0.1286)

 Divorced/widowed

0.00559 (0.3922)

0.00559 (0.3922)

0.0101 (0.3925)

-0.0098 (0.3936)

Employment status mother (w3; ref: not working)

− 0.1177 (0.1127)

− 0.1184 (0.1128)

− 0.1252 (0.1150)

− 0.1255 (0.1150)

Number of children in household (w3)

− 0.04482 (0.0758)

− 0.0433 (0.0759)

− 0.04358 (0.0759)

− 0.0439 (0.0760)

Birth cohort mother

0.1214* (0.0615)

0.1211* (0.0615)

0.1166 (0.0626)

0.1183 (0.0627)

Educational aspirations towards child (w4)

− 0.0374 (0.1412)

− 0.0314 (0.1415)

− 0.0407 (0.1446)

− 0.0398 (0.1447)

Positive mood child (w3)

0.1550* (0.0657)

0.1578* (0.0658)

0.1568* (0.0658)

0.1550* (0.0657)

Girl

 

− 0.0858 (0.1058)

− 0.0856 (0.1058)

− 0.0853 (0.1058)

SES mother

  

0.01835 (0.05939)

− 0.0171 (0.0780)

Girl × SES mother

   

0.0728 (0.1028)

Constant

− 1.1448 (1.5159)

− 1.1342 (1.5171)

− 1.0732 (1.5363)

− 1.0876 (1.5375)

R 2

0.0104

0.0139

0.0136

0.0139

N

1.955

1955

1955

1955

  1. Source: NEPS, SC1; own calculations; 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