Centre for the Built Environment and Health, School of Population Health, The University of Western Australia, Crawley, Perth, Western Australia, Australia.
Health Educ Behav. 2012 Apr;39(2):172-82. doi: 10.1177/1090198111423272. Epub 2011 Oct 11.
Efforts to increase the prevalence of children's active school transport require evidence to inform the development of comprehensive interventions. This study used a multilevel ecological framework to investigate individual, social, and environmental factors associated with walking to and from school among elementary school-aged children, stratified by gender.
Boys aged 10 to 13 years (n = 617) and girls aged 9 to 13 years (n = 681) attending 25 Australian primary schools located in high or low walkable neighborhoods completed a 1-week travel diary and a parent/child questionnaire on travel habits and attitudes.
Boys were more likely (odds ratio [OR] = 3.37; p < .05) to walk if their school neighborhood had high connectivity and low traffic and less likely to walk if they had to cross a busy road (OR = 0.49; p < .05). For girls, confidence in their ability to walk to or from school without an adult (OR = 2.03), school encouragement (OR = 2.43), scheduling commitments (OR = 0.41), and parent-perceived convenience of driving (OR = 0.24) were significantly associated (p < .05) with walking. Irrespective of gender and proximity to school, child-perceived convenience of walking (boys OR = 2.17 and girls OR = 1.84) and preference to walk to school (child perceived, boys OR = 5.57, girls OR = 1.84 and parent perceived, boys OR = 2.82, girls OR = 1.90) were consistently associated (p < .05) with walking to and from school.
Although there are gender differences in factors influencing children walking to and from school, proximity to school, the safety of the route, and family time constraints are consistent correlates. These need to be addressed if more children are to be encouraged to walk to and from school.
为了提高儿童积极上学的比例，需要有证据来为综合干预措施的制定提供信息。本研究使用多层次生态框架，按性别对小学生上下学步行的相关个体、社会和环境因素进行了分层分析。
25 所澳大利亚小学的 617 名 10 至 13 岁男童和 681 名 9 至 13 岁女童参加了此项研究，这些学生居住在高步行适宜性或低步行适宜性社区。他们填写了 1 周的出行日记，并由家长/儿童共同完成出行习惯和态度的问卷调查。
如果学校社区的连通性高、交通流量低，男孩上学和放学步行的可能性更大（优势比[OR] = 3.37；p <.05）；如果他们需要穿过繁忙的道路，男孩上学和放学步行的可能性更小（OR = 0.49；p <.05）。对于女孩而言，其独自上下学的信心（OR = 2.03）、学校鼓励（OR = 2.43）、日程安排的束缚（OR = 0.41）和家长认为开车上下学方便（OR = 0.24）与步行显著相关（p <.05）。无论性别和与学校的距离远近如何，儿童上下学步行的便利性（男孩 OR = 2.17，女孩 OR = 1.84）和对步行上下学的偏好（儿童感知，男孩 OR = 5.57，女孩 OR = 1.84；父母感知，男孩 OR = 2.82，女孩 OR = 1.90）与步行上下学始终相关（p <.05）。
尽管影响儿童上下学步行的因素存在性别差异，但学校距离、路线安全性和家庭时间限制等因素是一致的关联因素。如果要鼓励更多的儿童步行上下学，就需要解决这些问题。
