Ethnic Minority Children's Active Commuting to School and Association with Physical Activity and Pedestrian Safety Behaviors.
Ethnic Minority Children's Active Commuting to School and Association with Physical Activity and Pedestrian Safety Behaviors.
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DOI：
10.58464/2155-5834.1009
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发表时间：
2010-09
期刊：
影响因子：
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通讯作者：
J. Mendoza;K. Watson;T. Baranowski;T. Nicklas;Doris K. Uscanga;Nga T. Nguyen;Marcus J. Hanfling
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文献类型：
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作者：
J. Mendoza;K. Watson;T. Baranowski;T. Nicklas;Doris K. Uscanga;Nga T. Nguyen;Marcus J. Hanfling
背景技术背景：尽管对少数族裔的研究很少，但儿童积极通勤上学，即步行或骑自行车上学，与更多的中度到剧烈的身体活动有关。目的：在来自八所公立学校的低收入少数民族四年级学生样本中，我们研究了（1）积极通勤上学的相关性和（2）积极通勤上学与中度至剧烈体育活动之间的关系。方法：我们对来自德克萨斯州休斯顿的步行上学干预研究的9-12岁参与者（n=149）的基线测量值进行了横断面分析。主要结果是每周主动通勤上学的比率。通过加速度计测量的每日中度至剧烈体力活动是次要结局。儿童自我效能（α =0.75），父母自我效能（α =0.88）和父母的结果期望（α =0.78）是独立变量。参与者的特征（年龄，性别，种族/民族，从家到学校的距离，文化适应和BMI百分位数）是独立的社会人口统计学变量。我们使用混合模型回归分析来解释学校的聚类，并采用逐步过程向后消除非显著的相互作用和协变量，以确定重要的调节因子和预测因子。学校层面的观察学生行人进行了评估和比较，使用卡方检验的独立性。结果：在我们的样本中，拉丁裔占61.7%，主动通勤上学的总体比例为43%。在积极通勤上学的混合模型中，父母自我效能感（std。β = 0.18，p=0.018）和年龄（标准差，β = 0.18，p=0.018）呈正相关。拉丁裔学生主动通勤上学的比率低于非拉丁裔学生（16.5%，p=0.040）。从家到学校的距离是负相关的积极通勤到学校（性病。β = 0.29，p<0.001）。在中度到剧烈的身体活动的混合模型中，积极通勤上学呈正相关（std。β = 0.31，p <0.001）。在拉丁裔子样本中，儿童文化适应与积极通勤上学呈负相关（std。β =-0.23，p=0.01）。至于学校层面的行人安全观察，37%的学生停在路边，2.6%的学生看左，右，左过马路前。结论：虽然仍低于国家目标，但积极通勤率相对较高，而在低收入少数民族人口中，一些行人安全行为的比率较低。鼓励安全、积极地通勤上学的计划和政策是必要的，并应考虑父母、文化适应和种族的影响。
BACKGROUND: Children's active commuting to school, i.e. walking or cycling to school, was associated with greater moderate-to-vigorous physical activity, although studies among ethnic minorities are sparse. OBJECTIVES: Among a low-income, ethnic minority sample of fourth grade students from eight public schools, we examined (1) correlates of active commuting to school and (2) the relationship between active commuting to school and moderate-to-vigorous physical activity. METHODS: We conducted a cross-sectional analysis of baseline measurements from a sample of participants (n=149) aged 9-12 years from a walk to school intervention study in Houston, Texas. The primary outcome was the weekly rate of active commuting to school. Daily moderate-to-vigorous physical activity, measured by accelerometers, was a secondary outcome. Child self-efficacy (alpha=0.75), parent self-efficacy (alpha=0.88), and parent outcome expectations (alpha=0.78) were independent variables. Participant characteristics (age, gender, race/ethnicity, distance from home to school, acculturation, and BMI percentile) were independent sociodemographic variables. We used mixed-model regression analyses to account for clustering by school and a stepwise procedure with backward elimination of non-significant interactions and covariates to identify significant moderators and predictors. School-level observations of student pedestrians were assessed and compared using chi-square tests of independence. RESULTS: Among our sample, which was 61.7% Latino, the overall rate of active commuting to school was 43%. In the mixed model for active commuting to school, parent self-efficacy (std. beta = 0.18, p=0.018) and age (std. beta = 0.18, p=0.018) were positively related. Latino students had lower rates of active commuting to school than non-Latinos ( 16.5%, p=0.040). Distance from home to school was inversely related to active commuting to school (std. beta = 0.29, p<0.001). In the mixed model for moderate-to-vigorous physical activity, active commuting to school was positively associated (std. beta = 0.31, p <0.001). Among the Latino subsample, child acculturation was negatively associated with active commuting to school (std. beta = -0.23, p=0.01). With regard to school-level pedestrian safety observations, 37% of students stopped at the curb and 2.6% looked left-right-left before crossing the street. CONCLUSION: Although still below national goals, the rate of active commuting was relatively high, while the rate of some pedestrian safety behaviors was low among this low-income, ethnic minority population. Programs and policies to encourage safe active commuting to school are warranted and should consider the influence of parents, acculturation, and ethnicity.