| Intervention dose received | Crude Mean (SD) Baseline | p1 | Adjusted Mean | 95% CI | p2 |
---|---|---|---|---|---|---|
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) |  |