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Table 2 Significance outputs and 95% Bias-corrected confidence intervals from SEM models

From: Physical activity, cognition and academic performance: an analysis of mediating and confounding relationships in primary school children

  Sample Size Model 1 Model 2
PA-AP: Direct PA-AP: Direct PA-Cognition: Indirect Cognition-AP
β LCL UCL P β LCL UCL P β LCL UCL P Β LCL UCL P
Full sample 601 .225 .129 .310 < .01 .121 .008 .197 < .05 .138 .010 .274 < .05 .750 .659 .828 < .05
Male 300 .191 .044 .355 < .05 .087 −.037 .231 .181 .163 −.094 .352 .181 .716 .600 .856 < .01
Female 301 .277 .120 .460 < .01 .169 .055 .338 < .05 .147 −.046 .317 .096 .778 .664 .906 < .01
NZEuro 419 .214 .100 .352 < .01 .083 −.039 .187 .243 .177 .022 .321 < .05 .730 .620 .835 < .05
NonNZEuro 182 .189 .000 .335 .071 .179 −.002 .340 .052 .049 −.233 .272 .752 .818 .649 .939 < .05
Decile 1–5 108 .351 .086 .554 < .05 −.018 −.970 .287 .909 .398 −.076 .718 .069 .869 .521 1.496 .094
Decile 6–8 284 .146 −.094 .278 .222 .152 −.019 .278 .071 −.011 −.193 .167 .977 .706 .552 .826 < .05
Decile 9–10 209; .198 .060 .338 < .05 .009 −.156 .182 .730 .253 .032 .448 < .05 .813 .000 .920 .056
  1. PA = Physical Activity; AP = Academic Performance; NZEuro = New Zealand European ethnicity; NonNZEuro = Non New Zealand European ethnicity;
  2. β = standardised coefficient; LCL = lower 95% confidence limit, UCL = upper 95% confidence limit using bias-corrected bootstrapping