Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-23T05:26:34.178Z Has data issue: false hasContentIssue false

Chapter 10 - Incorporating the Extended Theory of Planned Behaviour in a School Travel Mode Choice Model: A Case Study of Shaoxing, China

Published online by Cambridge University Press:  14 November 2023

Zoe Moody
Affiliation:
University of Teacher Education Valais, Switzerland and Université de Genève
Ayuko Berchtold-Sedooka
Affiliation:
Université de Genève
Sara Camponovo
Affiliation:
Université de Genève
Philip D. Jaffé
Affiliation:
Université de Genève
Frédéric Darbellay
Affiliation:
Université de Genève
Get access

Summary

Introduction

In recent years, children’s travel behaviour, including active school transport (AST, such as walking and cycling), has attracted researchers from varying disciplines, such as urban planning, transportation and public health. Previous studies have shown that those who often walk or cycle to and from school are much more active than those who are driven and have more knowledge regarding their neighborhood environment (Mackett 2013). Research has also reported that AST plays a vital role in promoting children’s physical activity and can prevent and reduce childhood obesity (Mendoza et al. 2011). Furthermore, AST can contribute to children’s physical activity levels and positively impact children’s mental and psychological health (Fusco et al. 2012). In addition, it was estimated that as much as 10–14% of morning traffic is generated by parents driving their children to schools (McDonald et al. 2011). Similar trends have been documented in developing countries. It is also found that the traffic congestion indices of two weeks before and after school in Beijing can rise from 3–6 to 6–9 points (above six means moderate or severe congestion). And the capacity of the three-lane road around the school will drop 38% under the influence of student shuttle vehicle trips (Shi et al. 2014).

The problem caused by this traffic congestion on the roads near schools may create hazardous conditions for children traveling by non-motorized means and increase tail gas of automobiles that will contaminate the air that children breathe in and around their school. Despite AST’s significant health and environmental implications, AST has declined over the past few decades internationally (Buliung et al. 2011; Witten et al. 2013). For example, in the United States, the rate of AST declined from 47.7% in 1969 to 12.7% in 2009 (McDonald et al. 2011), and the share of children aged 5–9 who walked to school has decreased from 57.7% in 1971 to 25.5% in 2003 in Australia (Van der Ploeg et al. 2008).

Type
Chapter
Information
School Journey as a Third Place
Theories, Methods and Experiences around the World
, pp. 213 - 238
Publisher: Anthem Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×