Table 3.
Cross-sectional associations of Grade 4 MVPA and Grade 4 standardized test scores, moderated by student and school characteristics a
| Math | ELA | Lexile | ||||
|---|---|---|---|---|---|---|
| Association (SE) | p | Association (SE) | p | Association (SE) | p | |
| Student Characteristics | ||||||
| MVPA | -0.237 (0.090) | 0.009 | -0.148(0.094) | 0.115 | -0.227 (0.416) | 0.585 |
| Student female gender | -8.839 (0.981) | 0.000 | 3.250 (1.050) | 0.002 | 9.657 (4.793) | 0.044 |
| MVPA * gender | -0.082 (0.114) | 0.472 | -0.127 (0.132) | 0.340 | -0.665 (0.598) | 0.267 |
| MVPA | -0.216 (0.104) | 0.039 | -0.139 (0.109) | 0.205 | 0.018 (0.488) | 0.970 |
| Student FRL | -3.714 (1.095) | 0.001 | -1.081 (1.228) | 0.380 | -5.421 (5.594) | 0.333 |
| Interaction | -0.096 (0.114) | 0.400 | -0.107 (0.126) | 0.397 | -0.904 (0.570) | 0.114 |
| MVPA | -0.139 (0.132) | 0.295 | -0.007 (0.143) | 0.962 | 0.701 (0.642) | 0.276 |
| Hispanic | -5.503 (1.506) | 0.000 | -0.828 (1.693) | 0.625 | -2.566 (7.692) | 0.739 |
| Black | -5.496 (1.408) | 0.000 | 0.798 (1.568) | 0.612 | -0.065 (7.108) | 0.993 |
| Asian | 5.166 (1.606) | 0.001 | 10.300 (1.802) | 0.000 | 43.931 (8.202) | 0.000 |
| Mixed | -0.620 (2.257) | 0.784 | 2.227 (2.522) | 0.377 | -8.799 (11.460) | 0.443 |
| MVPA*Hispanic | -0.273 (0.159) | 0.087 | -0.320 (0.178) | 0.073 | -2.150 (0.805) | 0.008 |
| MVPA*Black | -0.059 (0.153) | 0.700 | -0.293 (0.178) | 0.100 | -1.809 (0.781) | 0.021 |
| MVPA*Asian | 0.001 (0.192) | 0.995 | 0.134 (0.218) | 0.540 | 0.642 (0.976) | 0.511 |
| MVPA*Mixed | -0.507 (0.290) | 0.082 | -0.399 (0.322) | 0.217 | -1.116 (1.462) | 0.446 |
| School Characteristics | ||||||
| MVPA | -0.269 (0.075) | 0.001 | -0.197 (0.077) | 0.011 | -0.480 (0.345) | 0.165 |
| School % FRL | -0.064 (0.165) | 0.699 | -0.055 (0.177) | 0.755 | -0.349 (0.660) | 0.598 |
| MVPA * % FRL | -0.003 (0.002) | 0.269 | -0.004 (0.003) | 0.098 | -0.036 (0.012) | 0.002 |
| MVPA | -0.561 (2.273) | 0.805 | 0.639 (2.471) | 0.796 | -1.645 (9.087) | 0.856 |
| SPAPA Recess | -0.257 (0.092) | 0.006 | -0.055 (0.177) | 0.202 | -0.382 (0.475) | 0.422 |
| MVPA*SPAPA Recess | -0.020 (0.869) | 0.869 | -0.118 (0.135) | 0.381 | -0.207 (0.599) | 0.730 |
| MVPA | -1.045 (2.007) | 0.603 | -0.959 (2.178) | 0.660 | -3.727 (7.986) | 0.641 |
| SPAPA PE | -0.232 (0.104) | 0.026 | -0.245 (0.118) | 0.039 | -0.921 (0.543) | 0.091 |
| MVPA*SPAPA PE | -0.020 (0.869) | 0.661 | -0.068 (0.136) | 0.616 | 0.654 (0.634) | 0.303 |
a Models adjusted for student sex, race/ethnicity, FRL status, English Language Learner status, student with disabilities status, Grade 3 absences, Grade 3 tardies, special education course enrollment, school percentage female, school percentage black, school percentage Hispanic, school percentage FRL, school cohort (intervention or control), departmentalization, and prior achievement for the specific academic outcome (e.g., when assessing math grade as outcome, used Grade 3 average math grade). The 95% Confidence Interval for the indirect effect was found using the Monte Carlo method. In bold are the indirect effects found to be statistically significant using a Bonferroni corrected alpha of 0.00038