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Table 2 Intervention effects on pupils’ questionnaire data

From: Effect and process evaluation of implementing standing desks in primary and secondary schools in Belgium: a cluster-randomised controlled trial

Variabele

PRE

Mean (SE)

MID

Mean (SE)

POST

Mean (SE)

Group x time

(Ref: contr x pre)

Beta (SE)

Group x time*school

(Ref: contr x pre x prim)

Beta (SE)

Sitting time at schoola (min/day)

I: 334.3 (15.6)

C: 332.1 (16.1)

I: 306.0 (15.5)

C: 303.8 (16.1)

I: 342.5 (15.5)

C: 327.0 (16.1)

Mid: − 0.005(0.030)

Post: 0.026(0.030)

Mid: 0.128(0.059)

Post: − 0.084(0.059)

Number of breaks in sitting time at school (per lesson hour)

I: 2.4 (0.3)

C: 2.2 (0.3)

I: 2.2 (0.3)

C: 2.2 (0.3)

I: 2.3 (0.3)

C: 2.2 (0.3)

Mid: − 0.182(0.144)

Post: 0.042(0.145)

Mid: 0.359(0.289)

Post: − 0.393(0.289)

Relationship with classmatesa (1–5)

I: 4.4 (0.1)

C: 4.2 (0.1)

I: 4.4 (0.1)

C: 4.2 (0.1)

I: 4.3 (0.1)

C: 4.2 (0.1)

Mid: −0.007(0.011)

Post: − 0.024(0.011)

Mid: − 0.023(0.022)

Post: − 0.041(0.022)

Involvement in organizing school activities (1–5)

I: 3.8 (0.1)

C: 3.6 (0.1)

I: 3.8 (0.1)

C: 3.4 (0.1)

I: 3.9 (0.1)

C: 3.4 (0.1)

Mid: 0.106(0.147)

Post: 0.230(0.147)

Mid: 0.461(0.295)

Post: 0.359(0.294)

Relationship with teachers (1–5)

I: 4.1 (0.1)

C: 3.6 (0.2)

I: 4.0 (0.1)

C: 3.5 (0.2)

I: 4.0 (0.1)

C: 3.7 (0.1)

Mid: −0.057(0.122)

Post: − 0.137(0.121)

Mid: 0.312(0.244)

Post: 0.336(0.243)

Screen-time (min/day)

I: 168.9 (13.9)

C: 152.7 (14.8)

I: 165.4 (13.9)

C: 155.8 (14.8)

I: 166.5 (13.9)

C: 147.6 (14.7)

Mid: −7.722(8.572)

Post: 3.144(8.591)

Mid: 19.812(17.116)

Post: 12.141(17.147)

Attitude towards breaking up sitting timea (1–5)

I: 4.3 (0.1)

C: 4.3 (0.1)

I: 4.3 (0.1)

C: 4.2 (0.1)

I: 4.3 (0.1)

C: 4.4 (0.1)

Mid: 0.037(0.046)

Post: − 0.016(0.046)

Mid: 0.016(0.092)

Post: 0.056(0.092)

Preference to break up sitting time (1–5)

I: 3.9 (0.1)

C: 3.9 (0.1)

I: 3.9 (0.1)

C: 3.9 (0.1)

I: 4.0 (0.1)

C: 3.6 (0.1)

Mid: 0.017(0.155)

Post: − 0.202(0.155)

Mid: −0.249(0.311)

Post: 0.059(0.310)

Habit of breaking up sitting time (1–5)

I: 3.6 (0.1)

C: 3.6 (0.1)

I: 3.6 (0.1)

C: 3.6 (0.1)

I: 3.6 (0.1)

C: 3.5 (0.1)

Mid: −0.043(0.174)

Post: − 0.119(0.174)

Mid: − 0.800(0.349)

Post: − 0.682(0.349)

Self-efficacy to break up sitting time a (1–5)

I: 3.1 (0.1)

C: 3.4 (0.1)

I: 3.2 (0.1)

C: 3.1 (0.1)

I: 3.3 (0.1)

C: 3.5 (0.1)

Mid: 0.111(0.064)

Post: 0.011(0.064)

Mid: −0.163(0.129)

Post: − 0.233(0.129)

  1. alog-transformed, I intervention group, C(ontr) control group, prim primary school, SE standard error
  2. Significant values are indicated in bold
  3. Borderline significant values are indicated in bold and italic