Abstract
BackgroundAdolescents perceive different barriers for walking versus cycling to school. This study examined whether adolescents’ perceptions of walking and cycling differ by home-to-school distance. MethodsAdolescents (n = 1,401; age: 15.1 ± 1.4 years; 55.1% females) completed an online survey about their school travel and perceptions of walking and cycling to school in Dunedin, New Zealand. Based on home-to-school distance, adolescents were categorised into three groups: ‘walkable’ (≤2.25 km; n = 455), ‘cyclable’ (>2.25-≤4.0 km; n = 286) and ‘beyond cyclable’ distance (>4.0 km; n = 660). ResultsRates of active transport to school decreased with increasing distance (‘walkable’/‘cyclable’/‘beyond cyclable’: 60.1%/16.4%/1.2%; p<0.001). For walking to school, attitudes (experiential and instrumental beliefs), subjective norms and behavioural intentions decreased with increasing distance (all p<0.001) whereas perceived behavioural control did not change significantly. For cycling to school, subjective norms and perceived behavioural control decreased (all p<0.001) whereas experiential and instrumental beliefs and behavioural intentions were not different across the distance groups. As home-to-school distance increased, self-efficacy for both walking and cycling to school decreased whereas personal and environmental barriers, safety-related concerns and convenience of driving for trip chaining increased (all p<0.001). Absence of cycle lanes and low interest in cycling were consistent barriers across distance categories. ConclusionsAdolescents’ perceptions of walking and cycling to school differ based on home-to-school distance. Thus, distance to school needs to be accounted for in active transport to school initiatives, and walking- and cycling-specific barriers tackled.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.