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Table 4 Impact of study-level and intervention characteristics and goals, feedback, and planning cluster on intervention effectiveness

From: Identifying effective intervention strategies to reduce children’s screen time: a systematic review and meta-analysis

Study-Level Characteristics Presence of Characteristic with Goals, Feedback, and Planning Cluster Absence of Characteristic with Goals, Feedback, and Planning Cluster Test of Difference
k SDM (95CI) k SDM (95CI) SDM (95CI)
Duration
  <  = 12 weeks 53 0.182 (0.12 0.25) 14 0.000 (-0.28 0.28) 0.200 (0.02 0.38)
 13–52 weeks 80 0.140 (0.08 0.19) 23 0.031 (-0.05 0.11) 0.103 (-0.00 0.21)
  > 53 weeks 27 0.108 (0.05 0.17) 7 -0.140 (-0.49 0.21) 0.244 (0.04 0.45)
Intervention Delivery
 Teachers 43 0.087 (0.05 0.13) 22 -0.013 (-0.15 0.12) 0.104 (-0.00 0.21)
 Research Staff 31 0.345 (0.20 0.49) 4 -0.005 (-0.19 0.18) 0.337 (-0.07 0.74)
 Healthcare Professionals 39 0.106 (0.04 0.17) 4 -0.445 (-1.22 0.33) 0.491 (0.21 0.77)
 Other 47 0.160 (0.09 0.23) 14 0.110 (0.01 0.21) 0.039 (-0.10 0.18)
Sample Size
  < 95 44 0.306 (0.20 0.41) 5 0.25 (-0.01 0.51) 0.049 (-0.25 0.35)
 96–312 44 0.141 (0.08 0.21) 8 -0.047 (-0.57 0.47) 0.230 (-0.02 0.48)
 313–696 35 0.12 (0.05 0.19) 15 -0.066 (-0.24 0.11) 0.184 (0.03 0.34)
  > 697 35 0.062 (0.02 0.11) 15 0.035 (-0.04 0.11) 0.027 (-0.05 0.11)