Research Article
Contemporaneous and Lagged Effects of Life Domains and Substance Use: A Test of Agnew's General Theory of Crime and Delinquency
Table 3
OLS regressions of T1 life domain variables on the other T1 life domain variables (contemporaneous effects;
).
| | | Model 1 | Model 2 | Model 3 | Model 4 | Model 5 | Model 6 | Model 7 | Model 8 | Model 9 | | | Low self-control | Attitudes favorableto crime | Close communication with parents | Poor supervision/discipline | Conventional peers | Negative treatment by teacher | Negative attachment to school | Low educational goals | Homework time |
| | Life domains | | | | | | | | | | | Low self-control | — | 0.290* (0.020) | −0.026** (0.009) | −0.112* (0.016) | −0.006 (0.008) | 0.016* (0.003) | 0.020* (0.004) | 0.103* (0.007) | −0.059* (0.010) | | Attitudes favorable to deviance | 0.091* (0.006) | — | −0.034* (0.009) | 0.055* (0.009) | −0.089* (0.004) | 0.009* (0.001) | 0.037* (0.002) | 0.009*** (0.004) | −0.035* (0.006) | | Close communication with parents | −0.041** (0.014) | −0.171* (0.025) | — | −0.636* (0.018) | 0.129* (0.010) | −0.011* (0.003) | −0.019* (0.005) | −0.173* (0.008) | 0.061* (0.013) | | Poor supervision/discipline | −0.058* (0.008) | 0.092* (0.015) | −0.212* (0.006) | — | −0.031* (0.006) | −0.006** (0.002) | 0.012* (0.003) | −0.023* (0.005) | −0.019 (0.007) | | Conventional peers | −0.013 (0.017) | −0.619* (0.029) | 0.178* (0.013) | −0.139* (0.024) | — | 0.004 (0.004) | −0.019** (0.006) | −0.090* (0.010) | 0.071* (0.015) | | Negative treatment by teacher | 0.309* (0.049) | 0.549* (0.089) | −0.137 (0.040) | −0.207** (0.068) | 0.035 (0.034) | — | 0.510* (0.017) | 0.050 (0.032) | −0.084 (0.045) | | Negative attachment to school | 0.152* (0.031) | 0.889* (0.055) | −0.093* (0.025) | 0.169* (0.043) | 0.067** (0.021) | 0.200* (0.007) | — | 0.005 (0.020) | −0.119* (0.028) | | Low educational goals | 0.280* (0.018) | 0.075*** (0.033) | −0.302* (0.015) | −0.118* (0.026) | −0.114* (0.013) | 0.007 (0.004) | 0.003 (0.007) | — | −0.189* (0.019) | | Homework time | −0.071* (0.012) | −0.137* (0.022) | 0.047* (0.010) | −0.128* (0.023) | −0.040* (0.008) | −0.005 (0.003) | −0.019* (0.004) | −0.081* (0.008) | — | | Controls | | | | | | | | | | | Victimization | 0.434* (0.062) | 0.733* (0.112) | 0.088 (0.050) | −0.305* (0.087) | −0.055 (0.043) | 0.122* (0.014) | 0.095* (0.023) | −0.047 (0.038) | 0.170** (0.057) | | Prior smoking cigarettes | 1.047* (0.158) | 2.400* (0.284) | −0.031 (0.127) | 0.511** (0.220) | −0.186 (0.108) | 0.017 (0.036) | −0.031 (0.058) | 0.595* (0.096) | 0.143 (0.145) | | Gender | 0.312* (0.063) | 1.244* (0.113) | −0.205* (0.051) | −0.415* (0.088) | −0.355* (0.043) | −0.034*** (0.014) | −0.123* (0.023) | 0.056 (0.038) | −0.166** (0.058) | | African american | 0.645* (0.133) | −0.778*** (0.240) | 0.218 (0.107) | −0.357** (0.182) | 0.207*** (0.091) | −0.089** (0.030) | 0.143** (0.049) | −0.036 (0.081) | −0.826* (0.121) | | White | −0.052 (0.084) | −0.037 (0.151) | 0.176** (0.067) | 0.350** (0.116) | −0.155** (0.057) | 0.049** (0.019) | 0.051*** (0.031) | 0.282* (0.051) | 0.041 (0.076) | | Parent education | −0.147* (0.039) | 0.042 (0.071) | 0.104** (0.031) | −0.033 (0.055) | −0.022 (0.048) | 0.011 (0.009) | 0.009 (0.014) | −0.205* (0.024) | 0.164* (0.036) | | Family SES quartile | −0.133 (0.070) | 0.691* (0.126) | 0.242* (0.056) | −0.143 (0.098) | −0.025 (0.048) | 0.009 (0.016) | −0.006 (0.026) | −0.483* (0.042) | −0.052 (0.064) | | School type | −0.057 (0.101) | −1.012* (0.182) | 0.085 (0.081) | −0.703* (0.140) | −0.256** (0.069) | −0.034 (0.023) | 0.495* (0.036) | 0.214** (0.061) | −0.455* (0.092) | | School area | −0.114** (0.045) | −0.124 (0.080) | −0.026 (0.009) | 0.128 (0.062) | 0.028 (0.030) | 0.017 (0.0101) | −0.044** (0.016) | 0.098** (0.027) | −0.022 (0.041) |
| | Intercept | 7.640* | 21.440* | 15.406* | 27.184* | 13.387* | 0.800* | 2.152* | 7.159* | 6.509* |
| | Adjusted- | 0.19 | 0.29 | 0.35 | 0.21 | 0.22 | 0.18 | 0.24 | 0.33 | 0.13 |
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Note: entries are unstandardized coefficients; standard errors are in parentheses.
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