Table 3.
Effects of household/family characteristics and school characteristics on adolescent’s characteristics and the moderating effects of adolescent’s gender (Step 2 of mediation analysis)
| Household / family characteristics | Effect | Attitude towards PA | Enjoyment of PA | Athletic ability | |||
|---|---|---|---|---|---|---|---|
| b (95% CI) | p | eb (95% CI) | p | b (95% CI) | p | ||
| Highest educational attainment in household (main effect) | Main - direct | −0.01 (− 0.03,0.01) | 0.201 | 0.99 (0.98,1.00) | 0.203 | 0.00 (−0.04,0.05) | 0.888 |
| No. of motor vehicles in household | Main - direct | −0.01 (− 0.05,0.02) | 0.412 | 0.99 (0.96,1.01) | 0.201 | −0.01(− 0.09,0.08) | 0.901 |
| No. of children in household |
Main - direct In boys In girls |
0.01 (−0.02,0.04) N/A N/A |
0.410 N/A N/A |
1.00 (0.98,1.02) 0.97 (0.94,1.01) 1.03 (1.00,1.06) |
0.864 0.101 0.022 |
0.01 (−0.06,0.09) N/A N/A |
0.739 N/A N/A |
| Neighbourhood self-selection for PA | Main - direct | 0.04 (0.01,0.07) | 0.007 | 1.02 (1.00,1.04) | 0.088 | −0.03(− 0.10,0.05) | 0.490 |
| Neighbourhood socio-economic status | Main - direct | 0.01 (−0.05,0.07) | 0.685 | 1.02 (0.98,1.05) | 0.337 | −0.01(− 0.13,0.11) | 0.875 |
| Household income | Main - direct | 0.01 (−0.00,0.02) | 0.085 | 1.00 (0.99,1.01) | 0.713 | 0.00 (−0.02,0.03) | 0.752 |
| Parental rules for PA | Main - direct | 0.00 (−0.01,0.01) | 0.956 | 1.00 (0.99,1.00) | 0.421 | −0.00(− 0.02,0.01) | 0.396 |
| Social support for PA from parents | Main - direct | 0.06 (0.03,0.09) | < 0.001 | 1.04 (1.02,1.06) | < 0.001 | 0.18 (0.11,0.25) | < 0.001 |
| In boys | 0.03 (−0.01,0.07) | 0.102 | N/A | N/A | N/A | N/A | |
| In girls | 0.08 (0.05,0.11) | < 0.001 | N/A | N/A | N/A | N/A | |
| PA equipment at home/neighbourhood | Main - direct | 0.00 (−0.01,0.01) | 0.896 | 1.01 (1.00,1.02) | 0.001 | 0.04 (0.01,0.06) | 0.003 |
| Parental leisure-time PA^ | Main - direct | 0.00 (−0.00,0.01) | 0.115 | 1.00 (1.00,1.01) | 0.293 | 0.02 (0.01,0.03) | 0.002 |
| Parental transportation PA^ | Main - direct | −0.00 (− 0.01,0.00) | 0.381 | 1.00 (0.99,1.0) | 0.458 | 0.00 (−0.01,0.01) | 0.878 |
| School PA-friendly index‡ | Main - total | 0.03 (0.01,0.04) | < 0.001 | 1.02 (1.01,1.03) | < 0.001 | 0.06 (0.02,0.09) | 0.003 |
| Main - direct | 0.03 (0.01,0.04) | < 0.001 | 1.02 (1.01,1.03) | < 0.001 | 0.05 (0.01,0.09) | 0.005 | |
| In boys | 0.01 (−0.01,0.03) | 0.499 | N/A | N/A | N/A | N/A | |
| In girls | 0.04 (0.02,0.06) | < 0.001 | N/A | N/A | N/A | N/A | |
| Social support from peers | Main - direct | 0.06 (0.04,0.08) | < 0.001 | 1.05 (1.03,1.06) | < 0.001 | 0.14 (0.08,0.20) | < 0.001 |
| In boys | 0.03 (0.00,0.06) | 0.036 | 1.03 (1.01,1.05) | 0.010 | N/A | N/A | |
| In girls | 0.08 (0.05,0.11) | < 0.001 | 1.07 (1.05,1.09) | < 0.001 | N/A | N/A | |
PA = physical activity; b = regression coefficient; CI = confidence interval; eb = exponentiated regression coefficient; N/A denotes ‘no significant interaction’
^ minutes converted to hours (by dividing by 60); ‡ consisting of items measuring PA equipment at school and school PA-friendly policy supporting after-school PA. These regression models were adjusted for confounders listed in Table S2