Camargo Edina Maria de, Santos Maria Paula Maia, Ribeiro Anelize Gabriele Peressute, Mota Jorge, Campos Wagner de
Universidade Federal do Paraná, Curitiba, Brazil.
Faculdade de Desporto, Universidade do Porto, Porto, Portugal.
Cad Saude Publica. 2020;36(5):e00102719. doi: 10.1590/0102-311x00102719. Epub 2020 Jun 1.
The study aimed to analyze the interaction of sociodemographic factors in the association between psychosocial factors and active commuting to school. This was a cross-sectional study in 2018 with a sample of 1,984 students. The target sociodemographic factors were sex, age, parents' schooling, and socioeconomic status. Social support and self-efficacy were measured with questionnaires. Active commuting to school was defined as walking, bicycling, or skateboarding to and from school. Binary logistic regression was used to verify the association between psychosocial factors and active commuting to school. Then, interaction terms with the sociodemographic variables (age, father's schooling, mother's schooling, socioeconomic status) were included in the relationship between psychosocial factors and active commuting to school. The sample consisted of 1,984 adolescents (55.9% females). Of these, 748 (37.7% of the sample) reported active commuting to school during a normal week. Analyses of interaction showed that high levels of schooling and high socioeconomic status were negatively associated with active commuting to school. Low socioeconomic status and low schooling were positively associated with such commuting. The peer social support scale showed more significant variables than the other scales. The results indicate that sociodemographic factors (parents' schooling and socioeconomic status) moderate the association between psychosocial factors and active commuting to school.
该研究旨在分析社会人口学因素在心理社会因素与主动步行上学之间关联中的相互作用。这是一项2018年的横断面研究，样本为1984名学生。目标社会人口学因素为性别、年龄、父母受教育程度和社会经济地位。社会支持和自我效能通过问卷调查进行测量。主动步行上学定义为步行、骑自行车或滑板往返学校。采用二元逻辑回归来验证心理社会因素与主动步行上学之间的关联。然后，将社会人口学变量（年龄、父亲受教育程度、母亲受教育程度、社会经济地位）的交互项纳入心理社会因素与主动步行上学的关系中。样本包括1984名青少年（55.9%为女性）。其中，748人（占样本的37.7%）报告在正常周内主动步行上学。交互作用分析表明，高受教育程度和高社会经济地位与主动步行上学呈负相关。低社会经济地位和低受教育程度与这种上学方式呈正相关。同伴社会支持量表显示出比其他量表更显著的变量。结果表明，社会人口学因素（父母受教育程度和社会经济地位）调节了心理社会因素与主动步行上学之间的关联。
