验证感知主动上学出行促进因素和障碍儿童（PASTEB-C）问卷。

Validating the Perceived Active School Travel Enablers and Barriers - Child (PASTEB-C) questionnaire.

机构信息

Department of Geography and Environment, Faculty of Social Sciences, University of Western Ontario, London, Ontario, Canada; Human Environments Analysis Laboratory, Department of Geography, Faculty of Social Science, University of Western Ontario, London, Ontario, Canada.

出版信息

Public Health. 2023 Oct;223:117-127. doi: 10.1016/j.puhe.2023.07.031. Epub 2023 Aug 25.

DOI:10.1016/j.puhe.2023.07.031

PMID:37634451

Abstract

OBJECTIVES

Presently, child-specific tools and instruments related to active school travel (AST) are lacking. This methodological shortcoming often contributes to suboptimal AST behaviour evaluations and intervention programming. The aim of this paper was to develop and validate a theoretically informed child-specific scale regarding multiple perceived barriers and enablers known to impact children's participation in AST.

STUDY DESIGN

Mixed methods.

METHODS

A mixed-methods and multistudy scale development approach featuring the application of social-ecological theory, a validation pilot study (n = 80), and test-retest study (n = 96) was conducted in collaboration with children in Ontario, Canada. In tandem with completing cognitive interviews and online surveys, multiple analyses, including a qualitative thematic analysis, along with weighted Cohen's kappa, Cronbach's alpha, and confirmatory factor analysis were undertaken.

RESULTS

Qualitative analyses of the developed tool addressed face validity concerns related to the response options and definitions of terms used. Following the reliability analyses of 40 items, two confirmatory factor analyses were run to assess the construct validation of perceived AST barriers and enablers, and resulted in the development of the 24-item Perceived Active School Travel Enablers and Barriers - Child (PASTEB-C) questionnaire.

CONCLUSION

The developed PASTEB-C questionnaire may be used to inform the programming and development of AST interventions, as well as conduct child-specific AST research.

摘要

目的

目前，针对积极上学出行（AST）的儿童专用工具和仪器尚不完善。这种方法上的缺陷往往导致对 AST 行为评估和干预计划的效果欠佳。本文旨在开发和验证一个与多种已知影响儿童参与 AST 的感知障碍和促进因素相关的、基于理论的儿童专用量表。

研究设计

混合方法。

方法

本研究采用混合方法和多研究的量表开发方法，应用社会生态学理论，进行了验证性预试验（n=80）和重测研究（n=96），研究对象是加拿大安大略省的儿童。在完成认知访谈和在线调查的同时，进行了多种分析，包括定性主题分析，以及加权 Cohen's kappa、Cronbach's alpha 和验证性因子分析。