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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