Cognitive Research: Principles and Implications

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

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

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