Table 3.
Longitudinal analysis: Prediction of school grades at follow-up by the consumption of different screen-based media and different forms of physical activity at baseline
| Outcomes at follow-up: school grades in | ||||||
|---|---|---|---|---|---|---|
| Predictors at baseline | Mathematics | German | Physical Education | |||
| b | CI (95%) | b | CI (95%) | b | CI (95%) | |
| TV/video | -0.01 | -0.06 - 0.05 | -0.02 | -0.07 - 0.03 | 0.07** | 0.02 - 0.13 |
| Game console | 0.04 | -0.02 - 0.11 | 0.02 | -0.04 - 0.08 | 0.01 | -0.06 - 0.07 |
| PC/internet | 0.07* | 0.01 - 0.12 | 0.04 | -0.01 - 0.09 | 0.02 | -0.03 - 0.07 |
| Mobile phone | 0.01 | -0.03 - 0.06 | 0.01 | -0.04 - 0.04 | -0.02 | -0.06 - 0.02 |
| PA organized | -0.01 | -0.04 - 0.03 | -0.02 | -0.05 - 0.01 | -0.03 | -0.06 - 0.01 |
| PA non-organized | 0.03 | -0.01 - 0.05 | -0.01 | -0.03 - 0.02 | -0.07*** | -0.11 - -0.04a |
Better school achievement is reflected by lower school grades (following the German grading system). All associations are adjusted for gender, age, SES, year of data assessment, BMI, type of school, the other predictors, and grades at baseline.
b = regression coefficient, non-standardized, PA physical activity
ain girls only, as revealed by a significant interaction between non-organized PA and grades in Physical Education
* p < 0.05, ** p < 0.01, *** p < .001.