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Table 4 Other changes in sedentary behaviours of participants taking part in both waves (main, longitudinal analyses)

From: The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation

 

Comparison between Wave 1 and Wave 2

Interaction effect (interaction with Wave)

 

n

Estimate (OR)

95% CI

p valuea

Estimate (OR)

95% CI

p valuea

Primary outcomes

       

Homework time bc

       

Model 1d

4,957

0.42

(0.39, 0.46)

< 0.0001

   

Model 2e

4,957

0.39

(0.35, 0.43)

< 0.0001

   

Sex interactionf

4,957

0.41

(0.36, 0.46)

< 0.0001

0.90

(0.77, 1.06)

0.20

Education stage interactiong

4,957

0.27

(0.24, 0.31)

< 0.0001

2.14

(1.83, 2.50)

< 0.0001

Residency interactionh

4,957

0.44

(0.38, 0.50)

< 0.0001

0.82

(0.70, 0.96)

0.013

Weight status interactioni

4,957

0.39

(0.35, 0.43)

< 0.0001

1.00

(0.87, 1.16)

0.96

Out-of-campus learning time c, j

       

Model 1d

5,159

0.52

(0.47, 0.57)

< 0.0001

   

Model 2e

5,159

0.53

(0.47, 0.59)

< 0.0001

   

Sex interactionf

5,159

0.53

(0.46, 0.62)

< 0.0001

0.99

(0.83, 1.19)

0.94

Education stage interactiong

5,159

0.50

(0.44, 0.57)

< 0.0001

1.18

(0.98, 1.42)

0.078

Residency interactionh

5,159

0.58

(0.49, 0.69)

< 0.0001

0.86

(0.71, 1.04)

0.12

Weight status interactioni

5,159

0.55

(0.49, 0.63)

< 0.0001

0.82

(0.69, 0.97)

0.024

Secondary outcomes

       

Meeting screen-viewing time recommendations k, l

       

Model 1d

7,244

1.07

(0.98, 1.16)

0.11

   

Model 2e

7,244

1.20

(1.09, 1.32)

< 0.0001

   

Sex interactionf

7,244

1.25

(1.10, 1.42)

< 0.0001

0.92

(0.78, 1.08)

0.31

Education stage interactiong

7,244

0.92

(0.81, 1.04)

0.17

1.73

(1.47, 2.04)

< 0.0001

Residency interactionh

7,244

1.06

(0.92, 1.21)

0.44

1.23

(1.04, 1.45)

0.018

Weight status interactioni

7,244

1.25

(1.13, 1.38)

< 0.001

0.80

(0.68, 0.94)

0.007

Meeting regulatory requirement on homework timec, k

       

Model 1d

4,957

2.66

(2.41, 2.94)

< 0.0001

   

Model 2e

4,957

2.79

(2.47, 3.14)

< 0.0001

   

Sex interactionf

4,957

2.73

(2.34, 3.19)

< 0.0001

1.04

(0.86, 1.25)

0.69

Education stage interactiong

4,957

3.55

(3.06, 4.11)

< 0.0001

0.58

(0.48, 0.70)

< 0.0001

Residency interactionh

4,957

2.58

(2.19, 3.04)

< 0.0001

1.14

(0.94, 1.38)

0.18

Weight status interactioni

4,957

2.79

(2.46, 3.16)

< 0.0001

1.00

(0.84, 1.18)

0.98

  1. Abbreviations CI, confidence interval; OR, odds ratio. The results in this table represent population average treatment effects
  2. aSignificance assessed at p < 0.005 using the Bonferroni correction
  3. bHomework time calculated from self-reported categories of time spent doing homework
  4. cOR for being one category up of time spent doing homework/out-of-campus learning (i.e., spending more time on these activities)
  5. dUnadjusted model
  6. eModel 1 + age, sex, socioeconomic status (GDP per area), and area of residence
  7. fModel 2 + Wave-sex (boys vs. girls) interaction. Reference group are girls/Wave 1
  8. gModel 2 + Wave-education stage (primary school vs. secondary school) interaction. Reference group are primary school students/Wave 1
  9. hModel 2 + Wave-residency (urban vs. rural) interaction. Reference group are rural areas/Wave 1
  10. iModel 2 + Wave-weight status (normal weight vs. overweight/obesity) interaction. Reference group are participants with normal weight/Wave 1
  11. jCalculated in self-reported categories of time spent in tutorial classes like English, math, and writing
  12. kOR for meeting screen-viewing recommendations and homework time regulatory requirement
  13. lTotal screen-viewing time calculated as the sum of self-reported electronic device use time per day, TV/video game use time per day, and computer use time per day
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International Journal of Behavioral Nutrition and Physical Activity

ISSN: 1479-5868

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