Introduction

In recent years, there has been growing interest in studies integrating social cognitive and environmental variables as predictors of active transport to school (ATS). However, a theoretical model of associations between children's ATS and these variables has not been well established. The aims of this study were (1) to develop and test a model which conceptualized relationships between children's ATS and psychological, social cognitive and perceived environments; and (2) to assess direct effects among these variables.

Methods

Data were drawn from the ProATs, a cross-sectional study conducted with 1189 children aged 9–12 years from 11 primary schools in Huesca, Spain between January and June 2018. A child self-reported questionnaire was used to measure sociodemographic characteristics (age, sex), school travel mode (ATS: walking, cycling; non-ATS: by car, by motorcycle, by bus), and social cognitive and perceived environments. The social cognitive environment was measured based on four constructs of the theory of planned behavior (intention, attitude, social norm, perceived behavioural control), and three constructs of the basic psychological needs (autonomy, competence, relatedness) in the self-determination theory. The perceived environment was assessed through the security and accessibility of neighborhood environmental barriers to ATS. A structural equation modelling technique was utilised to examine direct effects of social cognitive and perceived environments on ATS.

Results

The model achieved acceptable fit, explaining 48% of the variance of children's ATS. Perceived behavioural control was the strongest predictor of intention, and influenced by autonomy, competence and the perceived environment.

Conclusions

Social cognitive and perceived environments played important roles in predicting children's ATS. Future interventions might consider strategies to increase perceptions of autonomy, competence and behavioural control along with strategies aimed to foster more positive perceptions of the built environment.

中文翻译：

---

评估心理，社会认知和感知环境因素对儿童积极上学交通的影响

介绍

近年来，人们越来越关注将社会认知和环境变量整合为主动上学的预测因素的研究。但是，儿童ATS与这些变量之间的关联的理论模型尚未很好地建立。这项研究的目的是（1）建立和测试一个模型，该模型将儿童的苯丙胺类兴奋剂与心理，社会认知和感知环境之间的关系概念化；（2）评估这些变量之间的直接影响。

方法

数据来自ProAT，这是一项横断面研究，于2018年1月至6月期间对西班牙韦斯卡省11所小学的1189名9-12岁的儿童进行了调查。儿童自我报告的问卷用于衡量社会人口统计学特征（年龄，性别），学校出行方式（ATS：步行，骑自行车；非ATS：汽车，摩托车，公共汽车）以及社交认知和感知环境。社会认知环境是根据计划行为理论的四种结构（意图，态度，社会规范，感知的行为控制）和自决理论中基本心理需求的三种结构（自主性，能力，相关性）进行测量的。通过邻里环境对ATS的安全性和可及性来评估感知到的环境。

结果

该模型达到了可接受的拟合度，解释了儿童ATS变异的48％。知觉的行为控制是意图的最强预测因子，并受自主性，能力和知觉环境的影响。

结论

社会认知和感知环境在预测儿童苯丙胺类兴奋剂中起着重要作用。未来的干预措施可能会考虑增加对自主性，能力和行为控制的认识的战略，以及旨在培养对建筑环境更积极看法的战略。