What explains the socioeconomic status gap in activity? Educational differences in determinants of physical activity and screentime

Table 5 Pairwise correlations between PA, intention, automaticity and other determinants of PA

	PA	Intention	Automaticity
PA	1.0
Intention	.49**	1.0
Automaticity	.43**	.55**	1.0
Capability
Knowledge of recommendations	.04	−.05	−.11**
Action planning	.42**	.56**	.54**
Coping planning	.34**	.41**	.52**
Self-monitoring	.52**	.70**	.61**
Opportunity
Access to facilities	.16**^a	.36**	.28**
Material resources	.25**	.31**	.33**
Injunctive norm	.25**	.36**	.35**
Descriptive norm	.26**	.38**	.46**
Parental support	.26**	.40**	.42**
PE autonomy support	.20**	.38**	.34**
Motivation
Positive outcome expectancy	.24**	.44**	.42**
Negative outcome expectancy	−.21**	−.40**	−.29**
Instrumental attitude	.17**	.41**	.24**
Affective attitude	.34**	.54**	.46**
PA identity	.48**	.58**	.64**
Self-efficacy & perceived behavioural control	.30**	.55**	.43**

**Correlation is significant at the 0.01 level (2-tailed). *Correlation is significant at the 0.05 level (2-tailed).
^athe test of the difference between two independent correlation coefficients for vocational school- and high school is significant (p < .05).