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Table 2 Associations of sedentary behavior and physical activity with social competence over three time-points

From: Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood

 

Express

Comply

Disruptb

b (95% CI)

p-value

b (95% CI)

p-value

b (95% CI)

p-value

Accelerometer-derived

 Sedentary time (10 min/day)a

− 0.083 (− 0.182, 0.017)

0.105

0.018 (− 0.080, 0.115)

0.722

0.004 (− 0.004, 0.011)

0.312

 LPA (10 min/day)a

0.129 (− 0.023, 0.282)

0.097

0.001 (− 0.150, 0.151)

0.992

− 0.005 (− 0.014, 0.005)

0.339

 MVPA (10 min/day)a

0.069 (− 0.201, 0.338)

0.619

0.013 (− 0.170, 0.196)

0.891

−0.002 (− 0.016, 0.017)

0.738

Parental-reported

 Screen time (10 min/day)

−0.068 (− 0.114, − 0.023)

0.003

−0.056 (− 0.094, − 0.018)

0.002

0.004 (0.001, 0.006)

0.007

 Television/videos (10 min/day)

− 0.069 (− 0.125, − 0.013)

0.016

−0.075 (− 0.134, − 0.016)

0.013

0.007 (0.004, 0.010)

< 0.001

 Video/computer games (10 min/day)

− 0.117 (− 0.222, − 0.012) c

0.030

−0.085 (− 0.159, − 0.011)

0.025

0.001 (− 0.005, 0.006)d

0.827

  1. PREPS Parents’ Role in Establishing healthy Physical activity and Sedentary behaviour habits. This project took place in Edmonton, Canada
  2. b (95% CI) Unstandardized beta coefficients and 95% confidence intervals; min/day minutes per day
  3. aStandardized for wear time
  4. bDisrupt values at time 2 and time 3 were log-transformed
  5. cAssociation was no longer significant (p = 0.09) when one influential observation was removed based on the Cook’s distance value
  6. dAssociation approached significance (p = 0.09) when eight observations were removed based on the Cook’s distance value
  7. p < 0.05