Appendices (Continued from previous page) Life satisfaction At age 29 At age 34 At age 42 At age 46 (.106) (.102) (.111) (.116) Social class father’s occupation (Unskilled=ref.) Partly-skilled .143* .147* -.013 .114 (.086) (.085) (.087) (.106) Manual .153* .158** .011 .106 (.081) (.079) (.081) (.101) Non-manual .189** .250*** .004 .099 (.087) (.084) (.087) (.107) Managerial and technical .254*** .256*** .073 .147 (.082) (.081) (.082) (.102) Professional .220*** .175* .018 .088 (.091) (.089) (.091) (.109) Constant -.065 -.062 .085 .009 (.081) (.078) (.080) (.100) Obs. 5,593 6,127 5,036 4,489 R-squared .044 .061 .035 .044 Note. This table represents the results for a regression of life satisfaction at ages 29, 34, 42, and 46 (in SD) on early reading skills (in SD). The analysis extends the main analyses by including more childhood variables as controls. First, we proxy the cohort members’ economic situation by considering the social class of the occupation of the cohort members’ father (or mother if information about the father is missing). We include the Rutter behavioral score, used to assess a range of behavioral and emotional problems (e.g., hyperactivity, emotional difficulties, conduct disorders, etc.) and is based on reported observations by parents. We add a childhood variable on whether the child is sullen or sulky according to its parent, which can serve as proxy for emotional health. Last, we include three other skills that involve cognitive processes: communication with others, problem-solving, and working in a team. These skills are assessed on a Likert scale. The ‘I don’t know category’ for communication, team-working skills, and problem-solving is excluded from the table. Robust standard errors are in parentheses. ***p<0.01, **p<0.05, *p<0.1. 180
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