Parents' Willingness and Perception of Children's Autonomy as Predictors of Greater Independent Mobility to School

• Published in: International journal of environmental research and public health 2019-02, Vol.16 (5), p.732
• Main Authors: Ayllón, Ester, Moyano, Nieves, Lozano, Azucena, Cava, María-Jesús
• Format: Article
• Language: English
• Subjects: Adult; Autonomy; Child; Children; Children & youth; Cultural resources; Families & family life; Female; Humans; Male; Neighborhoods; Older parents; Outdoors; Parents; Parents & parenting; Parents - psychology; Perceptions; Personal Autonomy; Physical activity; Public spaces; Residence Characteristics - statistics & numerical data; Schools; Self Efficacy; Social factors; Social interactions; Sociodemographics; Studies; Supervision; Transportation - statistics & numerical data; Variables
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph16050732

The present study aimed to examine the factors associated with different forms of independent mobility (IM) to school (IM one way and IM both ways) according to their parents' opinions. To do so, several variables were evaluated: how parents assess their children's autonomy, the difficulty they perceive for IM to school, reasons for IM/no IM to school, parents' willingness for IM to school, frequency of children's IM for leisure activities, children having house keys and dangers perceived in the neighborhood. Family-related socio-demographic variables were also assessed: number of children, position occupied by them in the family, family composition, living with both parents or just one, and each parent's nationality, level of education and job status. This study examined the data collected from 1450 parents (mothers and fathers) with children studying Primary Education years 4, 5 and 6 ( age = 10.53, = 0.90). The results showed that 42.3% of the schoolchildren did not practice IM to school, 18.1% practiced IM one way (they went to or from school alone), and 39.5% practiced IM both way (they went to/from school alone). These findings underline the importance of parents' willingness for IM to school, and how the balance between how they perceive their children's autonomy and difficulty for IM is relevant for greater IM to school.