Inattention, academic underachievement, and depressive symptoms: uncovering environmental and genetic pathways from middle to late childhood.

Phenotype-to-phenotype associations Most importantly, over and above shared genetic factors, the phenotype-to-phenotype association between Kindergarten/Grade 1 inattention and Grade 3/4 academic achievement fell short of significance (β = −0.10, 95% CI −0.20 to 0.004), whereas that between academic achievement and depressive symptoms was significant but modest (β = −0.15, 95% CI −0.24 to −0.07).

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Although the phenotype-to-phenotype mediation became marginally significant, there was little change in its effect size after adding covariates.

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