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Table 2 Linear regression models predicting adolescent spatial activities

From: Spatial activity participation in childhood and adolescence: consistency and relations to spatial thinking in adolescence

 

Model 1 (No interaction)

Model 2 (Interaction term)

t

B

β

95% CI

p

t

B

β

95% CI

p

SAQ

 CAQ

8.69

.60

.47

[.46, .73]

<.001

7.71

.74

.58

[.55, .93]

<.001

 Gender

−5.19

−7.14

−.28

[−9.85, −4.43]

<.001

.87

5.18

.20

[−6.61, 16.97]

.39

 Gender X CAQ

−2.11

−.29

−.55

[−.56, −.02]

.04

 Race

− 1.18

− 1.16

−.06

[−4.31, 1.09]

.24

− 1.34

− 1.84

−.07

[− 4.53, .85]

.18

 Maternal education

−.02

−.05

−.001

[−3.62, 3.53]

.98

.13

.24

.01

[−3.33, 3.80]

.90

 PSAT

−1.56

−.04

−.08

[−.10, .01]

.12

−1.73

−.05

−.09

[−.10, .01]

.08

  1. SAQ Adolescent spatial activities questionnaire, CAQ Childhood activities questionnaire – spatial subscale