Table 1.
Spearman correlations between quantitative variables.
Figure 1.
Component planes, hits and target clusters.
Hits map can be seen in the right bottom corner. Empty cells show a lack of cases and greener cells indicate a large number of adolescents accumulated in them. Thicker lines separate the different calculated clusters. Numbers 1 and 2 designate target zones or clusters with low and high academic achievements, respectively. Numbers in red (3–8) refer to quantitatively-analyzed clusters with results presented in Table S1 in supplementary data section. The fifteen variables included in the analysis appear from the top to the bottom rows and from the left to the right columns. Black outlined squares in each component plane are drawn to facilitate positions of Clusters 1 and 2. Gender variable is coded as Male = 1 and Female = 2; Rectangles on the right of each component map indicate the lower (bluish) and higher (reddish) values of each variable. The values in the bottom section of the socioeconomic status and academic achievement variables represent a low socioeconomic status and poor academic achievement. On the contrary, the values at the top of the colored rectangle show a high socioeconomic level and a good academic performance. The rest of the variables are expressed in hours. In order to understand the maps it is important to note that participants included in each neuron (hexagon) are the same in every component plane.
Figure 2.
Descriptive statistics for academic performance and overall sedentary SMU variables.
Columns represent the mean and error bars represent 95% confidence intervals.