|
Variable
|
Visual spatial organization
|
Sustained sequential processing
|
LEAF working memory
|
Novel problem
|
Mathematics skills
|
Basic reading skills
|
Written expression skills
|
|---|
|
Gender
|
|
Male
|
2.96 ± 3.00
|
2.94 ± 2.93
|
2.94 ± 3.09
|
2.57 ± 2.88
|
1.97 ± 2.78
|
2.89 ± 3.56
|
3.76 ± 3.82
|
|
Female
|
2.44 ± 2.60
|
2.45 ± 2.62
|
2.60 ± 2.49
|
2.36 ± 2.48
|
2.45 ± 3.16
|
2.24 ± 2.80
|
3.21 ± 3.19
|
|
p
|
0.046
|
0.059
|
0.194
|
0.413
|
0.086
|
0.026
|
0.09
|
|
Father’s educational level
|
|
Illiterate/primary
|
3.54 ± 3.54
|
3.60 ± 3.44
|
3.83 ± 3.73
|
3.08 ± 3.23
|
3.44 ± 3.91
|
4.02 ± 4.15
|
4.70 ± 4.11
|
|
Complementary
|
3.25 ± 3.26
|
3.08 ± 3.07
|
3.21 ± 3.00
|
2.96 ± 2.95
|
2.42 ± 3.10
|
3.03 ± 3.21
|
4.25 ± 3.79
|
|
Secondary
|
2.62 ± 2.64
|
2.82 ± 2.93
|
2.74 ± 2.80
|
2.63 ± 2.74
|
2.22 ± 2.91
|
2.60 ± 3.29
|
3.68 ± 3.83
|
|
University
|
2.26 ± 2.34
|
2.19 ± 2.24
|
2.21 ± 2.31
|
1.92 ± 2.40
|
1.53 ± 2.32
|
1.92 ± 2.78
|
2.64 ± 2.80
|
|
p
|
0.006
|
0.006
|
0.001
|
0.005
|
< 0.001
|
< 0.001
|
< 0.001
|
|
Mother’s educational level
|
|
Illiterate/primary
|
3.59 ± 3.81
|
3.13 ± 2.38
|
3.41 ± 2.97
|
2.82 ± 2.50
|
2.73 ± 2.86
|
3.32 ± 2.61
|
3.64 ± 3.50
|
|
Complementary
|
3.46 ± 3.21
|
3.77 ± 3.58
|
3.71 ± 3.62
|
3.70 ± 3.47
|
3.28 ± 3.33
|
2.91 ± 2.84
|
4.96 ± 4.09
|
|
Secondary
|
2.96 ± 3.01
|
3.04 ± 2.94
|
2.57 ± 2.58
|
2.27 ± 2.44
|
2.19 ± 3.32
|
2.81 ± 3.39
|
3.52 ± 3.63
|
|
University
|
2.45 ± 2.53
|
2.41 ± 2.58
|
2.62 ± 2.72
|
2.31 ± 2.68
|
1.85 ± 2.63
|
2.41 ± 3.32
|
3.23 ± 3.37
|
|
p
|
0.026
|
0.004
|
0.035
|
0.005
|
0.007
|
0.404
|
0.012
|
- Post hoc analysis: Father’s education level: working memory (illiterate/primary vs secondary p = 0.021; illiterate/primary vs university p = 0.002; complementary vs university p = 0.026); comprehension conceptual morning (illiterate/primary vs secondary p = 0.036; illiterate/primary vs university p < 0.001; complementary vs university p = 0.005); Factual memory (illiterate/primary vs university p = 0.001); attention (illiterate/primary vs secondary p = 0.022; illiterate/primary vs university p < 0.001; complementary vs university p = 0.003); processing speed (illiterate/primary vs university p = 0.014; complementary vs university p = 0.002); visual spatial organization (illiterate/primary vs university p = 0.034; complementary vs university p = 0.026); sustained sequential processing (illiterate/primary vs university p = 0.014); working memory (illiterate/primary vs university p = 0.003; complementary vs university p = 0.024); novel problem solving (complementary vs university p = 0.013); mathematics skills (illiterate/primary vs university p < 0.001); basic reading skills (illiterate/primary vs university p < 0.001; complementary vs university p = 0.033); written expression (illiterate/primary vs university p = 0.002; complementary vs university p = 0.001). Mother’s education level: comprehension conceptual learning (illiterate/primary vs secondary p = 0.033; illiterate/primary vs university p = 0.003; complementary vs university p = 0.005); Factual memory (complementary vs secondary p = 0.006; complementary vs secondary p = 0.008); LEAF attention (complementary vs secondary p = 0.012; complementary vs university p = 0.002); processing speed (complementary vs university p = 0.005); sustained sequential processing (complementary vs university p = 0.005); novel problem solving (complementary vs secondary p = 0.009; complementary vs secondary p = 0.004); mathematics skills (complementary vs university p = 0.005); written expression (complementary vs university p = 0.006)
- Italic values indicate significant p-values
