Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level

Table 2 Overview of the models

			Hypothesis 1: Stress load & recovery parameters Estimate b (SE)			Hypothesis 2: Academic performance-related parameters Estimate b (SE)
			Functional Stress Model	Dysfunctional Stress Model	Detachment Model	Attention Difficulties Model	Study Ability Model
	Intercept		3.594* (0.102)**	2.417* (0.114)**	3.227* (0.081)**	2.315* (0.067)**	12.583* (0.236)**
Level 1 time-varying	PA behavior	PA breaks via ESD min (cw2)	0.032 (0.010)**	-0.000 (0.008)	0.010 (0.010)	-0.002 (0.007)	0.121* (0.033)**
	PA behavior	LTPA min (cw2)	0.003* (0.001)**	-0.002 (0.001)**	0.003* (0.001)**	-0.003* (0.001)**	0.012* (0.003)**
	Covariates	Number of breaks (cw2)	0.031 (0.025)	-0.033 (0.020)	-0.058 (0.022)**	-0.000 (0.015)	0.183* (0.074)
		Longest stretch of time without a break spent on home studying (cw2)	0.004 (0.043)	-0.027 (0.034)	-0.120 (0.042)**	0.040 (0.028)	0.253 (0.139)
Level 2 time invariant		Age (c2)	0.032 (0.037)	0.005 (0.041)	0.013 (0.030)	0.023 (0.024)	0.044 (0.086)
	Outcome specific baseline covariates ^a)	T0 well-being (c2)	0.089* (0.025)**	-0.035 (0.028)
		T0 detachment (c2)			0.471* (0.103)**
		T0 study demands scale (c2)				0.240 (0.076)**
		T0 SAI (c2)					0.335* (0.075)**
Marginal R² / Conditional R²			0.133 / 0.530	0.027 / 0.647	0.180 / 0.457	0.126 / 0.514	0.175 / 0.393
BIC			1120.7	966.1	1113.9	802.7	2148.2

Cw Centered within, c2 Grand centered, PA Physical activity, ESD Exercise snack digital, LTPA Leisure-times physical activity, SE Standard error
^aThose variables were only included in the appropriate model since they are outcome-specific covariates
(* p < 0.05, ** p < 0.01. ***p < 0.001)

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