Stability of context in sport and exercise across educational transitions in adolescence: hello work, goodbye sport club?

Table 3 The moderating effects of a subjective evaluation of the educational transition on the associations of context patterns

	Upper secondary education (t₂)
	Traditional competitive club athletes with friends		Non-club-organised sportspersons		Self-organised individualists		Mostly inactives
	B [95% CI]	p-value	B [95% CI]	p-value	B [95% CI]	p-value	B [95% CI]	p-value
Lower secondary education (t₁)
Traditional competitive club athletes with friends x subjective evaluation	-0.781 [-1.317, -0.246]	.004*	-0.402 [-1.052, 0.248]	.225	-0.50 [-1.187, 0.184]	.152	−	−
Non-club-organised sportspersons x subjective evaluation	0.243 [-0.280, 1.165]	.614	-0.453 [-0.325, 1.397]	.239	0.056 [-0.563, 0.841]	.886	−	−
Self-organised individualists x subjective evaluation	0.443 [-0.280, 1.165]	.230	0.536 [-0.325, 1.397]	.222	0.139 [-0.563, 0.841]	.698	−	−
Mostly inactives x subjective evaluation	-0.149 [-0.855, 0.556]	.678	-0.062 [-0.772, 0.648]	.864	0.304 [-0.486, 1.094]	.451	−	−

Note. For the analyses of the main effects of the psychosocial profiles, one-sided significance tests were applied. B = unstandardised B-regression coefficient; * p < .05. CI = confidence interval for unstandardised B-regression coefficient. Reference groups: Mostly inactives. For the moderation analysis, two-sided significance tests were applied.

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