Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of A Swedish Cohort

Figures & data

Table 1. Pearson’s correlations including all studied variables separately by gender with boys presented above the diagonal and girls below

	1		2		3		4		5		6		7		8		9		10		11		12		13		14		15		16
1	–		−.11	***	−.05	**	−.05	**	.24	***	.05	**	−.03		−.09	***	.13	***	−.20	**	−.39	***	−.35	***	.31	***	.05		−.03		−.17	***
2	−.10	***	–		−.08	***	−.07	***	−.25	***	−.03		.05		.11	***	−.12	***	.18	***	.42	***	.39	***	−.25	***	.01		.06	**	.16	***
3	−.03		−.08	**	–		−.03		−.05	**	.02		−.01		.00		−.02		.05	**	.15	***	−.20	***	−.06	***	−.01		.00		.08	***
4	−.03		−.08	**	−.03		–		.06	***	.00		.03		−.00		.00		−.06	***	−.20	***	.11	***	.12	***	.01		.02		−.08	***
5	.14	***	−.23	***	−.05		−.04		–		.09	***	−.04		−.12	***	.36	***	−.24	***	−.32	***	−.20	***	.60	***	.05	**	−.06	***	−.16	***
6	.07		.00		.03		.02		.08	**	–		.00		.01		.07	***	−.01		−.18	***	−.17	***	.06	***	−.08	***	−.31	***	−.04
7	−.04		.05		−.01		.06		.00		−.00		–		.23	***	.02		.13	***	.12	***	.11	***	−.06	***	.14	***	.14	***	.03
8	−.07	**	.12	***	.00		−.04		−.09	***	.04		.20	***	–		−.03		.15	***	.06	**	.12	***	−.10	***	−.09	***	.09	***	.04
9	.08	**	−.13	**	−.01		−.04		.37	***	.02		.05		−.03		–		−.15	***	−.18	***	−.12	***	.38	***	.01		−.01		−.23	***
10	−.18	***	.19	***	.04		−.06		−.21	***	−.00		.12	***	.14	***	−.14	***	–		.29	***	.13	***	−.36	***	.01		.09	***	.33	***
11	−.39	***	.45	***	.10	***	−.21	***	−.27	***	−.21	***	.08	**	.07		−.16	***	.29	***	–		.44	***	−.40	***	.16	***	.12	***	.32	***
12	−.31	***	.40	***	−.23	***	.11	***	−.12	***	−.19	***	.12	***	.11	***	−.04		.12	***	.40	***	–		−.23	***	.13	***	.14	***	.11	***
13	.27	***	−.27	***	−.06		.05		.56	***	.08	**	−.03		−.08	**	.42	***	−.33	***	−.40	***	−.20	***	–		.04		−.07	***	−.28	***
14	.06		.01		−.02		.03		.07	**	−.07	**	.12	***	−.07	**	.02		.02		.15	***	.14	***	.05		–		.05	**	.00
15	−.01		.07	**	.02		.01		−.05		−.31	***	.15	***	.08	**	.01		.10	***	.15	***	.15	***	−.08	**	.08	***	–		.02
16	−.16	***	.16	***	.07	**	−.06		−.13	***	−.01		.03		.04		−.24	***	.31	***	.33	***	.06		−.30	***	.03		−.00		–

1: Stable Low Social Skills, 2: Stable High Social Skills, 3: Decreasing Social Skills, 4: Increasing Social Skills, 5: HIA-problems, 6: Parent-Child Conflicts, 7: Reading at Home, 8: SES, 9: Peer Victimization, 10: Teacher-Parent Relationship, 11: Social Skills at age 3–5, 12: Social Skills at age 5–7, 13: CU-traits, 14: Positive Parenting, 15: Parents’ Well-Being, 16: Preschool Attachment.

*p <.05. **p <.01. ***p <.00.

Table 2. Binary logistic regressions with the social skills developmental paths (Age 3–5 and Age 5–7), and child, family, and preschool predictors (Age 3–5)

	Boys						Girls
	Stable Low Social Skills			Stable High Social Skills			Stable Low Social Skills			Stable High Social Skills
Predictor	OR (95% CI)			OR (95% CI)			OR (95% CI)			OR (95% CI)
HIA-problems	2.45	***	(1.51– 0.87)	0.40	**	(0.23– 0.70)	1.54		(0.89– 2.68)	0.87		(0.53– 1.45)
CU-traits	1.84	**	(1.09– 3.13)	0.38	**	(0.19– 0.76)	3.60	**	(1.72– 7.54)	0.27	**	(0.12– 0.58)
Positive Parenting	0.36	***	(0.22– 0.59)	2.77	***	(1.61– 4.76)	0.51	**	(0.30– 0.84)	2.04	**	(1.32– 3.15)
Parents’ Well-Being	0.62	*	(0.39– 0.97)	1.85	*	(1.08– 3.16)	0.55	*	(0.30– 0.98)	2.89	***	(1.68– 4.96)
Teacher-Parent Relationship	0.46	*	(0.23– 0.94)	1.80		(0.74– 4.37)	0.61		(0.30– 1.23)	1.64		(0.82– 3.18)
Preschool Attachment	0.36	**	(0.19– 0.69)	2.75	*	(1.23– 6.13)	0.45		(0.20– 1.04)	1.68		(0.76– 3.65)
Nagelkerke R^2	.43			.42			.36			.34
Chi^2(df)	123.64 (6)***			112.90 (6)***			78.25(6)***			83.39(6)***

OR = Odds Ratio. 95% CI = 95% Confidence Interval

*p <.05. **p <.01. ***p <.00.

Table 3. Multinomial logistic regression predicting school performance from social skills developmental paths (Age 3–5 and Age 5–7), controlling for child, family, and preschool predictors (Age 3–5), among the total sample

	Poor vs. Average School Performance age 8–10			Good vs. Average School Performance age 8–10			Good vs. Poor School Performance age 8–10
	OR (95% CI)			OR (95% CI)			OR (95% CI)
Social Skills Developmental Paths
Stable Low Social Skills	1.95*		(1.11, 3.43)	.38		(0.10, 1.58)	.19*		(0.04,.87)
Decreasing Social Skills	2.39*		(1.02, 5.61)	.73		(0.26, 2.09)	.31		(0.08, 1.12)
Increasing Social Skills	.19		(0.10, 1.66)	.21		(0.03, 1.52)	1.06		(0.06, 17.67)
Stable High Social Skills	.26*		(0.03, 1.45)	1.63*		(1.09, 2.44)	6.39**		(1.88, 21.70)
Control variables (age 3–5)
HIA-problems	1.74***		(1.36, 2.24)	.56***		(0.41, 0.76)	.33***		(0.22, 0.47)
Parent Child Conflicts	1.18		(0.90, 1.56)	.98		(0.75, 1.27)	.83		(0.57, 1.19)
Reading at Home	1.03		(0.83, 1.39)	1.30*		(1.03, 1.63)	1.26		(0.92, 1.71)
SES	.56***		(0.41, 0.74)	1.40*		(1.07, 1.83)	2.52***		(1.72, 3.70)
Peer Victimization	1.10		(0.87, 1.39)	1.09		(0.82, 1.45)	.99		(0.70, 1.42)
Teacher-Parent Relationship	.76		(0.52, 1.10)	.82		(0.54, 1.25)	1.09		(0.63, 1.86)
Nagelkerke R^2	.14			.14			.14
Chi^2(df)	164.04(20)***			164.04(20)***			164.04(20)***

OR = Odds Ratio. 95% CI = 95% Confidence Interval

*p <.05. **p <.01. ***p <.00.