Table 3.
Frequency of after-school activities split by SES
| Activity | Days per week M (SD) | |||
|---|---|---|---|---|
| Low SES | Medium SES | High SES | All | |
| After-school care | 0.5 (1.3)ab | 0.5 (1.2)a | 0.5 (1.2)b | 0.5 (1.2) |
| Sports | 1.8 (1.8) | 2.0 (1.7) | 2.2 (1.7) | 2.0 (1.7) |
| Homework | 2.3 (1.9) | 2.4 (1.9) | 2.7 (1.9) | 2.5 (1.9) |
| TV | 4.0 (1.5)a | 4.0 (1.5)a | 3.7 (1.5) | 3.9 (1.5) |
| Videogames | 2.9 (2.0) | 2.7 (2.0) | 2.3 (1.97) | 2.6 (2.0) |
| Social media | 3.1 (2.1) | 3.1 (2.1) | 2.5 (2.2) | 2.9 (2.2) |
| Read | 2.0 (2.0) | 2.1 (2.0) | 2.8 (2.0) | 2.3 (2.0) |
| Chores | 3.0 (1.8) | 3.2 (1.8) | 3.3 (1.7) | 3.2 (1.7) |
| Music | 0.8 (1.5)a | 0.8 (1.5)a | 1.1 (1.7) | 0.9 (1.6) |
| Friends | 2.6 (1.9)a | 2.6 (1.9)a | 2.3 (1.9) | 2.5 (1.9) |
| Arts and crafts | 1.5 (1.6)a | 1.4 (1.7)b | 1.5 (1.7)ab | 1.5 (1.7) |
| Youth Organisations | 0.5 (1.2) | 0.4 (1.1) | 0.3 (0.9) | 0.4 (1.1) |
SES Socioeconomic status
abFor SES groups, means in a row without a common superscript letter differ (p < 0.05), according to multilevel modelling with Tukey post-hoc tests, controlling for school year level and gender