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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
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BMC Public Health

ISSN: 1471-2458

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