|
Mid-way (low n = 219, high n = 273)*
| | | | | | |
|
Enjoyment
|
Low
|
4.03 (0.82)
|
.12
|
4.03
|
(3.94, 4.12)
|
.001
|
| |
High
|
4.13 (0.72)
| |
4.22
|
(4.15, 4.30)
| |
|
Self-efficacy
|
Low
|
3.72 (0.85)
|
.001
|
3.91
|
(3.83, 4.00)
|
.005
|
| |
High
|
3.97 (0.72)
| |
4.07
|
(4.00, 4.15)
| |
|
Perceived social support from parents
|
Low
|
2.30 (0.75)
|
.65
|
2.39
|
(2.30, 2.48)
|
.27
|
| |
High
|
2.43 (0.77)
| |
2.46
|
(2.38, 2.54)
| |
|
Perceived social support from teachers
|
Low
|
1.66 (0.71)
|
.02
|
1.62
|
(1.53, 1.71)
|
<.001
|
| |
High
|
1.82 (0.89)
| |
1.86
|
(1.78, 1.94)
| |
|
Post-intervention (low n = 347, high n = 156)*
| | | | | | |
|
Enjoyment
|
Low
|
4.03 (0.79)
|
.01
|
3.82
|
(3.74, 3.91)
|
.01
|
| |
High
|
4.22 (0.67)
| |
4.02
|
(3.89, 4.15)
| |
|
Self-efficacy
|
Low
|
3.79 (0.82)
|
.001
|
3.72
|
(3.63, 3.80)
|
.07
|
| |
High
|
4.01 (0.66)
| |
3.86
|
(3.73, 3.99)
| |
|
Social support from parents
|
Low
|
2.33 (0.77)
|
.05
|
2.21
|
(2.13, 2.29)
|
.06
|
| |
High
|
2.48 (0.74)
| |
2.34
|
(2.23, 2.46)
|
.
|
|
Social support from teachers
|
Low
|
1.72 (0.80)
|
.09
|
1.57
|
(1.49, 1.64)
|
.07
|
| |
High
|
1.86 (0.89)
| |
1.69
|
(1.58, 1.80)
| |
|
Social support from friends
|
Low
|
2.92 (1.05)
|
.18
|
2.75
|
(2.66, 2.85)
|
.02
|
| |
High
|
3.05 (0.98)
| |
2.96
|
(2.82, 3.11)
| |
|
Perceived environmental opportunities
|
Low
|
4.20 (0.76)
|
.002
|
4.15
|
(4.06, 4.24)
|
.02
|
| |
High
|
4.43 (0.71)
| |
4.35
|
(4.22, 4.48)
| |
|
Parental regulation TV-viewing
|
Low
|
3.68 (0.92)
|
.88
|
3.33
|
(3.23, 3.43)
|
.07
|
| |
High
|
3.69 (0.92)
| |
3.50
|
(3.35, 3.66)
| |
|
Parental regulation computer/game-use
|
Low
|
3.51 (0.99)
|
.5
|
3.27
|
(3.15, 3.38)
|
.41
|
| |
High
|
3.58 (1.04)
| |
3.35
|
(3.19, 3.52)
| |
|
Social inclusion at school
|
Low
|
4.35 (0.63)
|
.08
|
4.26
|
(4.18, 4.34)
|
.009
|
| |
High
|
4.46 (0.56)
| |
4.45
|
(4.33, 4.57)
| |
