Abstract
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.
Highlights
The results indicate that sociodemographic factors (parents’ schooling and socioeconomic status) moderate the association between psychosocial factors and active commuting to school
Physical activity and social support in adolescents: a systematic review
Summary
O objetivo foi investigar a interação dos fatores sociodemográficos na associação dos fatores psicossociais com o transporte ativo para a escola. Os resultados indicam que os fatores sociodemográficos (escolaridade dos pais e nível socioeconômico) moderam a associação dos fatores psicossociais com o transporte ativo para a escola. Acrescenta-se que investigar a interação 22 dos fatores sociodemográficos (como idade, escolaridade dos pais e nível socioeconômico) ainda não investigados nos estudos anteriores pode ajudar a compreender melhor a associação dos fatores psicossociais com o transporte ativo para a escola, uma vez que fatores sociodemográficos parecem moderar os resultados. Análises estatísticas realizadas a posteriori mostraram que essa amostra poderia identificar RP estatisticamente significantes acima de [1,28] como risco e abaixo de 0,77 como fator de proteção, considerando um poder de 80% (β = 20%), um nível de 95% de confiança (α = 5%) e considerando uma prevalência de 34% de adolescentes com baixo apoio social e que não realizam transporte ativo para a escola
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