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Table 1 Potential psychosocial and social-environmental correlates of physical activity (PA) among Norwegian 11–13 year-old children

From: Stability and change in potential correlates of physical activity and association with pubertal status among Norwegian children in the transition between childhood and adolescence

  Mean(SD) αa rb
Baseline T1 T2
Enjoyment of PA (4 items) Girlsc 4.13(0.72) 4.10(0.70) 3.96(0.75) 0.71,0.70,0.73 0.70
Boysc 4.12(0.78) 4.05(0.79) 3.94(0.88)
Self-efficacy related to
barriers to PA (5 items)
Girls 3.89 (0.73) 3.96(0.68) 3.87 (0.76) 0.75,0.73,0.77 0.68
Boys 3.83 (0.79) 3.90(0.81) 3.85 (0.86)
Perceived parental support (5 items) Girls 2.34 (0.76) 2.42(0.78) 2.24 (0.75) 0.66,0.68,0.69 0.70
Boys 2.40 (0.76) 2.46(0.82) 2.37 (0.85)
Perceived support from teachers (3 items)d Girlsc 1.68(0.65) 1.61(0.65) 1.40(0.52) 0.71,0.67,0.70 0.59
Boysc 1.68(0.74) 1.61(0.65) 1.52(0.66)
Perceived support from friends (3 items)d,e Girlsc 2.85(0.98) NAf 2.60(0.92) 0.83, 0.85 0.76
Boys 3.06 (1.01) 2.98 (1.01)
Perceived environmental opportunities (4 items) Girlsc 4.26(0.72) NAf 4.07(0.84) 0.66, 0.72 0.65
Boys 4.25 (0.79) 4.14 (0.92)
Perceived social inclusion Girls 4.40 (0.60) NAf 4.34 (0.66) 0.81, 0.83 NIg
(6 items) Boys 4.45 (0.61)   4.37 (0.70)   
  1. a Chronbach’s alpha at BL, T1 and T2.
  2. b Test-retest correlation coefficient computed from separate test-retest study 10–14 days apart (n = 111). All coefficients significant at the 0.01 level.
  3. c Statistically significant change between BL and 2 year follow-up (p < 0.01).
  4. dStatistically significant difference between boys and girls at T2(p < 0.01).
  5. eStatistically significant difference between boys and girls at BL (p < 0.01).
  6. f Not assessed at T1.
  7. g NI: measure not included in test-retest.
  8. N = 466 for boys and 419 for girls and varies slightly between variables.