個人與家庭因素對都市高年級學童走路上學之影響研究

The study of individual and family effect on practice of walking-to-school of upper grade students in urban elementary schools

10.30026/CJSH.201806_(72).0001

賴淑美(Shu-Mei Lai)；黃淑貞(Sheu-Jen Huang)；洪文綺(Wen-Zhao Hong)

走路上學 ； 人格特質 ； 家人支持 ； 距離 ； 都市兒童 ； walking to school ； personality traits ； families support ； distance ； urban children

學校衛生

72期（2018 / 06 / 01）

1 - 14

繁體中文

走路上學可增進學童身體活動量、改善交通壅塞與空氣品質，近年來走路上學比率大幅下滑，國內推估國小學童走路上學比率未超過50％。本研究透過實證研究，分析影響都市高年級學童走路上學相關因素，期能提供推行「走路上學」更有效策略。本研究以雙北市五所國小六年級學童爲研究對象，共發出137份問卷，回收之有效問卷131份，以SPSS 22.0統計軟體進行卡方檢定與邏輯斯迴歸分析等檢定。結果顯示個人因素：學童人格特質中具有「嚴謹自律性」人格特質越多者，走路上學比率越高，「和善性」人格特質越多者則走路上學比率越低，「外向性」、「開放性」、「神經質」三項人格特質、個人性別及BMI未達顯著差異；家庭因素：家人支持、住家到學校距離越近則走路上學比率越高。而是否與父母同住、父母親教育程度、父母親職業於本研究無發現顯著差異。建議可透過家人給予學童足夠的支持、架構安全走路上學環境、設置中途驛站、發揮具有嚴謹自律性格學童之同儕影響力，來幫助走路上學活動推廣。

Walking to school increases children physical activity, solves traffic congestion problem and improve air quality. In recent years, the rate of walking to school decreases dramatically and it is estimated that the rate of walking to school of elementary school children is less than 50% in Taiwan. The purpose of this study is to analyze relevant factors influencing senior elementary school students to walk to school through empirical research, and hopefully, it can provide more effective strategies. Method: Sixth grade students from five elementary schools located at Taipei and New Taipei city were recruited and finally 131 valid questionnaires were collected. This study utilized SPSS 22.0 software to perform Chi-square test and logistic regression test. The results were as the following: Individual factors: the more the children expressed conscientiousness personality traits, the higher possibilities the children walked to school; also, the agreeableness personality traits showed the negative correlation with the possibilities of walking to school. And there was no significant difference for openness, extraversion, neuroticism personality traits, gender and BMI. Family factors: families support and the distance from home to the school were positively and negatively correlated with walking to school, respectively. There was no significant difference for factors including whether children live with parents or not, parents' education and parents' occupation. The government or school could promote walking to school activity through families sufficient support, building safe environment, setting stops between home and school and letting children with conscientiousness personality traits influencing peer groups.

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