Table 4.
Intervention effects, separate for subgroups in case of significant moderationa
| Outcome | Subgroupb | β [95% CI] | t test (df) | P | n |
|---|---|---|---|---|---|
| HRQoL T1 vs. T0 | In-school | 0.55[-1.22; 2.32] | 0.61 (419) | 0.54 | 155 |
| Remote | -3.09[-5.35; -0.82] | -2.67 (232) | 0.007 | 87 | |
| HRQoL T2 vs. T0 | In-school | 0.87[-0.88; 2.63] | 0.97 (419) | 0.33 | 155 |
| Remote | -4.10[-6.28; -1.93] | -3.71 (232) | < 0.001 | 87 | |
| Psych. well-being | Entire sample | 0.28[-1.25; 1.82] | 0.36 (460) | 0.72 | 242 |
| Moods | In-school | 2.76[0.10; 5.43] | 2.03 (290) | 0.04 | 155 |
| Remote | -3.43[-6.17; -0.69] | -2.46 (161) | 0.01 | 87 | |
| Self-Perception | In-school | 1.62[-0.15; 3.39] | 1.79 (290) | 0.07 | 155 |
| Remote | -1.58[-4.08; 0.93] | -1.23 (161) | 0.22 | 87 | |
| Peer support | In-school | 0.25[-1.80; 2.29] | 0.24 (291) | 0.81 | 155 |
| Remote | -5.69[-8.71; -2.68] | -3.70 (161) | < 0.001 | 87 | |
| Resilience | Entire sample | 0.07[-0.07; 0.22] | 0.98 (460) | 0.33 | 242 |
| Depressed feelings | Entire sample | 0.58[-1.11; 2.26] | 0.67 (459) | 0.50 | 242 |
| PA (ENMO) | Normal | 19.11 [1.17; 37.06] | 2.09 (100) | 0.04 | 61 |
| Restricted | 3.33 [-3.07; 9.73] | 1.02 (279) | 0.31 | 169 | |
| SB (min/day) | Normal | -157.98[-279.98; -35.99] | -2.54 (62.43c) | 0.01 | 61 |
| Restricted | 19.11 [-27.30; 65.53] | 0.81 (136.88c) | 0.42 | 169 | |
| Sleep routine | Entire sample | 13.12 [-10.28; 36.53] | 1.10 (168.33c) | 0.27 | 210 |
| Sleep quality | Entire sample | 0.24 [0.05; 0.43] | 2.47 (459) | 0.01 | 242 |
| Breakfast freq | Entire sample | -0.23 [-0.74; 0.28] | -0.87 (229.5c) | 0.39 | 242 |
Abbreviations: PA physical activity, ENMO Euclidean norm minus one, SB sedentary behavior
aMultilevel generalized linear models testing the interaction effect between Time (T2 vs. T0, unless otherwise specified) and Group (control vs. intervention) controlling for age, gender and family affluence.
bIn case of significant moderation by pandemic-related education measures, effects are presented for the subgroups ‘normal in-school education’ (In-school) or ‘partly remote education’ (Remote). In case of significant moderation by pandemic-related measures for sports, effects are presented for the subgroups ‘normal sports possibilities’ (Normal) or ‘restricted sports possibilities’ (Restricted). In case of no significant moderation, effects are presented for the entire sample.
cBecause here a Gauss model was fitted, Satterthwaite’s approximation is used for the calculation of the degrees of freedom.