## 3 Results
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & **Scale/percent** & \begin{tabular}{c} **5 Very attractive** \\ **12.2\%** \\ \end{tabular} & \begin{tabular}{c} **4 attractive** \\ **23.8\%** \\ \end{tabular} & \begin{tabular}{c} **3 Medium** \\ **attractive 32.7\%** \\ \end{tabular} & \
\begin{tabular}{c} **2 Less attractive** \\ **29.3\%** \\ \end{tabular} &
\begin{tabular}{c} **1 Totally** \\ **attractive 2\%** \\ \end{tabular} \\ \cline{2-6} \cline{2-6}
**F1.1** & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\mathbf{\eta^{2}}_{\text{P}}\) \\ \cline{2-6}
**The attractiveness** & **Boys** & 3132 & 0.078 & 0.192 & 0.662 & 0.001 \\ \cline{2-6} activities & **Girls** & 3054 & & & & \\ \cline{2-6}  & **Urban** & 3295 & & & & \\ \cline{2-6}  & **Rural** & 2891 & **0.403 \({}^{*}\)** & 5.084 & **0.026** & 0.034 \\ \hline  & **Scale/percent** & \
\begin{tabular}{c} **5 Never 12.9\%** \\ \end{tabular} & **4 Very rare 26.5\%** &
\begin{tabular}{c} **3 Sometimes** \\ **43.5\%** \\ \end{tabular} & **2 Often 15.6\%** & **1 Always 1.4\%** \\ \cline{2-6}
**F1.2** & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\mathbf{\eta^{2}}_{\text{P}}\) \\ \cline{2-6}
**Boredom induced** & **Boys** & 3233 & & & & \\ \cline{2-6} by online activities & **Girls** & 3434 & & & & \\ \cline{2-6}  & **Urban** & 3429 & & & & \\ \cline{2-6}  & **Rural** & 3238 & & & & \\ \hline  & **Scale/percent** & \begin{tabular}{c} **5 Very good** \\ **14.3\%** \\ \end{tabular} & **4 Good 34\%** & \
\begin{tabular}{c} **3 Good Enough** \\ **34.7\%** \\ \end{tabular} & **2 Weak 13.6\%** &
\begin{tabular}{c} **1 Very weak** \\ **3.4\%** \\ \end{tabular} \\ \cline{2-6}
**F1.3** & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\mathbf{\eta^{2}}_{\text{P}}\) \\ \cline{2-6} Socializing in the online environment & **Boys** & 3334 & & & & \\ \cline{2-6}  & **Girls** & 3440 & & & & \\ \cline{2-6}  & **Urban** & 3564 & & & & \\ \cline{2-6}  & **Rural** & 3210 & & & & \\ \hline  & **Scale/percent** & \
\begin{tabular}{c} **5 Inexistent 8.8\%** \\ \end{tabular} & **4 Weak 30.6\%** & **3 Average 44.9\%** & **2 Powerful 12.9\%** &
\begin{tabular}{c} **1 Very strong** \\ **2.7\%** \\ \end{tabular} \\ \cline{2-6}
**F1.4** & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\mathbf{\eta^{2}}_{\text{P}}\) \\ \cline{2-6}  & **Boys** & 3244 & & & & \\ \cline{2-6} environment & **Girls** & 3299 & & & & \\ \cline{2-6}  & **Urban** & 3392 & & & & \\ \cline{2-6}  & **Rural** & 3151 & 0.240 & 2.365 & 0.126 & 0.016 \\ \hline  & **Scale/percent** & \begin{tabular}{c} **5 All 19.7\%** \\ \end{tabular} & **4 Most of them** & \begin{tabular}{c} **3 Half 17.7\%** \\ \end{tabular} & **3 Half 17.7\%** & \
\begin{tabular}{c} **2 Occasional** \\ **7.5\%** \\ \end{tabular} &
\begin{tabular}{c} **1 Rarely/not at** \\ **all 0.7\%** \\ \end{tabular} \\ \cline{2-6}
**F1.5** & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\mathbf{\eta^{2}}_{\text{P}}\) \\ \cline{2-6}
**Participation in online teaching activities** & **Boys** & 3700 & & & \\ \cline{2-6}  & **Girls** & 4016 & & & & \\ \cline{2-6}  & **Urban** & 3915 & & & & \\ \cline{2-6}  & **Rural** & 3801 & & & & \\ \cline{2-6}  & **Rural** & 3801 & & & & \\ \hline \end{tabular}  
*—the mean difference is significant at the 0.05 level.  
\end{table} 
Table 3: Tests of between-subjects’ effects—the cumulative effect of gender variables * area variables on F1 factor items/attractiveness.