Table 10 Interventional effects on psychosocial factors among parents and their child’s AST
From: Children’s active school transportation: an international scoping review of psychosocial factors
Reported effects | |||||||
|---|---|---|---|---|---|---|---|
Reference | Intervention | Confidence in ability | Attitudes | Social support | Social norms | Children’s AST behaviour | Comment |
[36] | Baseline and follow-up data on a safe route to school (SRTS) intervention, involving non-infrastructure (encouragement) and infrastructure (engineering) intervention | Positive effect on parents’ self-efficacy among parents from infrastructure schools | NA | Positive effects on parental support | NA | Positive effects in the short but not on long term | Non-infrastructure funding appears to have slightly negative effects on AST over time compared with matched schools without funding |
[51] | Free-form questionnaire and photovoice data on a gamification-based intervention involving curriculum assignments during AST | NA | Positively affected parents’ attitudes | NA | NA | The results show that the intervention motivated the students to use AST | |
[91] | Focus-group data on a gamification-based intervention involving curriculum assignments during AST | NA | Positively affected parents’ attitudes | NA | NA | The children became highly motivated and put additional effort into AST | |
[92] | Mixed method data on a gamification-based intervention involving curriculum assignments during AST | NA | Positively affected parents’ attitudes | NA | NA | NA | |