ArticleInternational journal of health geographics2017
The role of the built environment in explaining educational inequalities in walking and cycling among adults in the Netherlands.
Article in International journal of health geographics, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- How does high-density built-environment affect the incidence of gestational diabetes mellitus.iScience · 2026Article
- Understanding educational inequalities in sports participation through structurally based resources and individual agency - a sequential mediation analysis.International journal for equity in health · 2024Article
- Characterisation of Temporal Patterns in Step Count Behaviour from Smartphone App Data: An Unsupervised Machine Learning Approach.International journal of environmental research and public health · 2021Article
- Health Care and Productivity Costs of Non-Fatal Traffic Injuries: A Comparison of Road User Types.International journal of environmental research and public health · 2020Article
- How does bridging social capital relate to health-behavior, overweight and obesity among low and high educated groups? A cross-sectional analysis of GLOBE-2014.BMC public health · 2019Article
- The role of the natural and built environment in cycling duration in the Netherlands.The international journal of behavioral nutrition and physical activity · 2018Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study examined whether characteristics of the residential built environment (i.e. population density, level of mixed land use, connectivity, accessibility of facilities, accessibility of green) contributed to educational inequalities in walking and cycling among adults.
methodsData from participants (32-82 years) of the 2011 survey of the Dutch population-based GLOBE study were used (N = 2375). Highest attained educational level (independent variable) and walking for transport, cycling for transport, walking in leisure time and cycling in leisure time (dependent variables) were self-reported in the survey. GIS-systems were used to obtain spatial data on residential built environment characteristics. A four-step mediation-based analysis with log-linear regression models was used to examine to contribution of the residential built environment to educational inequalities in walking and cycling.
resultsAs compared to the lowest educational group, the highest educational group was more likely to cycle for transport (RR 1.13, 95% CI 1.04-1.23), walk in leisure time (RR 1.12, 95% CI 1.04-1.21), and cycle in leisure time (RR 1.12, 95% CI 1.03-1.22). Objective built environment characteristics were related to these outcomes, but contributed minimally to educational inequalities in walking and cycling. On the other hand, compared to the lowest educational group, the highest educational group was less likely to walk for transport (RR 0.91, 95% CI 0.82-1.01), which could partly be attributed to differences in the built environment.
conclusionThis study found that objective built environment characteristics contributed minimally to educational inequalities in walking and cycling in the Netherlands.
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Registered trials
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