Are associations between home environment and preschool children’s sedentary time influenced by parental educational level in a cross-sectional survey?

Table 4 Home sedentary behaviour environment according to parental educational level (analysis of variance and chi-square test)

		Parental educational level
	Total	Low	Middle	High
	Mean (SD)/%				p-value
Physical home sedentary behaviour environment
Number of screens in the household accessible to the child (n = 827)	5.00 (1.2)	4.96 (1.2)	5.01 (1.1)	5.03 (1.1)	0.80
Social home sedentary behaviour environment
Satisfaction
The parent is satisfied with the child’s screen time (agree somewhat or strongly)^a,b (n = 796)	69%	70%	69%	69%	0.98
Importance
It is important for the parent to limit the child’s screen time (agree somewhat or strongly)^c (n = 795)	86%	82%	86%	91%	0.01
Parent’s opinion about ‘suitable screen time’ (Descriptive norm for screen time)
Suitable screen time per day for 3–6-year-old children: a maximum of 1 h (n = 797)	42%	41%	38%	50%	0.02
Role modelling for screen time
Parent’s screen time in the presence of the child (hour/day)^a (n = 797)	1.00 (0.7)	1.06 (0.9)	0.99 (0.7)	0.82 (0.6)	0.001
Rules
Parent has rules limiting the child’s TV time (applies to families with a TV at home)^d (n = 776)	75%	73%	77%	76%	0.57
Parent has rules limiting child’s other screen time (applies to families with other screens besides TVs)^d (n = 781)	79%	80%	78%	79%	0.91

SD Standard deviation
Statistically significant differences between parental educational level groups are in bold
^a Statements adapted from Gonzalez-Gil et al. [25] (modified, except the item marked with ^b)
^c Statement adapted from Lampard et al. [26] (modified)
^d Statements adapted from Pinard et al. [27]

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