Information sharing between teachers and early education programs during school entry in Norway: associations with children’s school adjustment and success in the first year

International Journal of Child Care and Education Policy

Table 5 Structural equation model coefficients:indirect effects

Indirect	Initial academic adjustment	General motivation	Communication skills	Academic skills	Externalizing behaviors	Social skills
Indirect	Coef. (SE) [CI]	Coef. (SE)	Coef. (SE)	Coef. (SE)	Coef. (SE)	Coef. (SE)
Contact about both → initial social adjust	0.08* (0.03) [0.01 to 0.15]
Initial social adjust → initial academic adjust		0.39*** (0.02) [0.34 to 0.44]
Initial social adjust → initial academic adjust			0.07*** (0.00) [0.06 to 0.08]
Initial social adjust → initial academic adjust				0.32*** (0.02) [0.28 to 0.36]
Initial social adjust → initial academic adjust					− 0.07*** (0.00) [− 0.08 to − 0.06]
Contact about both → initial social adjust						0.16*** (0.02) [0.13 to 0.20)
Initial social adjust → initial academic adjust						0.08*** (0.01) [0.07 to 0.09]

Maximum likelihood estimates used to address missing data; All Models included child, family, school, and teacher covariates noted in Table 1. Coefficients upon request. Models adjusted for clustering by school identifier Significant indirect effects indicate the results of structural equation modeling in Stata using a sobel method
n = 932; *** p < 0.001, ** p < 0.01, * p < 0.05, ⁺ p < 0.10