Post-hoc analyses of arithmetic performance
REGRESSION
To ensure that these results were not due to the combined analysis of data from third and fourth grade students, the analyses were repeated without including the children from fourth grade. The results of the quadratic multi-level model remained essentially the same in this reduced sample.In a linear regression model, the proportion of actually delivered Breathing Breaks out of the maximally possible Breathing Breaks for each classroom of the intervention group between T1 and T2 just missed having a significant effect on children’s arithmetic performance at T3 when controlling for parents’ educational background and children’s WMU scores (