ArticlePloS one2016
Which Socio-Ecological Factors Associate with a Switch to or Maintenance of Active and Passive Transport during the Transition from Primary to Secondary School?
Article in PloS one, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 3 of them syntheses that pooled it.
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Who cites it
10 citing papers in PubMed, 3 syntheses or guidelines pooled it, 37 citations in OpenAlex.
- Associations between parental perceptions of neighbourhood environment and physical activity in children and adolescents: a systematic review including 149 studies.The international journal of behavioral nutrition and physical activity · 2025Pooled it
- Change in general and domain-specific physical activity during the transition from primary to secondary education: a systematic review.BMC public health · 2024Pooled it
- Is the transition from primary to secondary school a risk factor for energy balance-related behaviours? A systematic review.Public health nutrition · 2023Pooled it
- Article
- An evaluation of primary schools and its accessibility using GIS techniques: a case study of Prayagraj district, India.GeoJournal · 2023Article
- Active Transport to School May Reduce Psychosomatic Symptoms in School-Aged Children: Data from Nine Countries.International journal of environmental research and public health · 2020Article
- Physical Activity in the Daily Life of Adolescents: Factors Affecting Healthy Choices from a Discrete Choice Experiment.International journal of environmental research and public health · 2020Article
- Exposures to Air Pollution and Noise from Multi-Modal Commuting in a Chinese City.International journal of environmental research and public health · 2019Article
- Objectively measured crime and active transportation among 10-13 year olds.Preventive medicine reports · 2019Article
- Impact of Distance on Mode of Active Commuting in Chilean Children and Adolescents.International journal of environmental research and public health · 2017Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThe aim was to investigate which individual, psychosocial and physical neighborhood environmental factors associate with children's switch to or maintenance of active/passive transport to school and to leisure time destinations during the transition from primary to secondary school.
methodsChildren (n = 313) filled out a questionnaire in the last year of primary school and 2 years later to assess socio-demographic characteristics and self-reported transport. One of their parents completed a questionnaire to assess parental perceptions of psychosocial and physical neighborhood environmental factors.
resultsThe increase of the home-school distance was significantly associated with children's switch to or maintenance of passive transport to school compared to a switch to (OR = 0.81; p = 0.03) and maintenance (OR = 0.87; p = 0.03) of active transport to school. Low SES was associated with children's switch to active transport to school compared to maintenance of active transport (OR = 3.67; p = 0.07). For transport to leisure time destinations, other factors such as parental perceived neighborhood safety from traffic and crime (OR = 2.78; p = 0.004), a positive social norm (OR = 1.49; p = 0.08), positive attitudes (OR = 1.39; p = 0.08) (i.e. more benefits, less barriers) towards their children's physical activity and poor walking/cycling facilities in the neighborhood (OR = 0.70; p = 0.06) were associated with children's maintenance of active transport to leisure time destinations compared to a switch to or maintenance of passive transport.
conclusionsThis longitudinal study can give directions for interventions promoting children's active transport during the transition to secondary school. It is necessary to promote different possibilities at primary school for children to use active transport when going to secondary school. Walking/cycling a part of the home-school trip can be a possible solution for children who will be living at non-feasible distances from secondary school. Providing safe neighborhoods, combined with programs for parents stimulating a positive social norm and positive attitudes towards physical activity during primary school, can be effective.
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