Conduct problems | Hyperactivity/inattention | Emotional symptoms | Peer relationship problems | Prosocial behaviour | |
---|---|---|---|---|---|
Mean (95% CI) | Mean (95% CI) | Mean (95% CI) | Mean (95% CI) | Mean (95% CI) | |
Boys (n=5328) | |||||
Mean (95% CI) | 1.55 (1.50 to 1.61) | 3.80 (3.71 to 3.88) | 1.47 (1.41 to 1.53) | 1.27 (1.22 to 1.33) | 8.31 (8.26 to 8.37) |
% with abnormal score | 12.5 | 16.7 | 7.9 | 10.5 | 16.8 |
Girls (n=5172) | |||||
Mean (95% CI) | 2.43 (2.39 to 2.46) | 2.94 (2.85 to 3.02) | 1.38 (1.32 to 1.43) | 1.01 (0.96 to 1.06) | 8.66 (8.62 to 8.71) |
% with abnormal score | 7.7 | 8.9 | 6.9 | 7.8 | 7.9 |
Total (n=10 500) | |||||
Mean (95% CI) | 2.46 (2.44 to 2.49) | 3.29 (3.23 to 3.36) | 1.33 (1.29 to 1.37) | 1.10 (1.06 to 1.14) | 8.40 (8.36 to 8.43) |
% with abnormal score | 10.2 | 12.9 | 7.4 | 9.2 | 12.5 |
Note: Higher scores for conduct problems, hyperactivity/inattention, emotional symptoms and peer relationship problems indicate higher levels of difficulty.
Higher scores for prosocial behaviour indicate greater prosocial behaviour.
All gender differences in levels of abnormal problems p<0.001 except for emotional symptoms, p=0.08.