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Table 1 Descriptive statistics of the demographic characteristics, psychosocial variables and perceived built environmental attributes

From: Does the perception of neighborhood built environmental attributes influence active transport in adolescents?

 

Content of the item

Response category

Descriptives

Demographic characteristics

   

Age: mean (SD)

  

14.5 (0.9)

Gender: %

   

Male

  

49.5

Female

  

50.5

Employment status: %

   

Both employed

  

68.5

One parent unemployed

  

26.7

Both unemployed

  

4.9

Educational level: %

   

Mother:

   

Less than high school

  

9.9

Completed high school

  

25.1

Completed college

  

40.4

Completed University

  

24.6

Father:

   

Less than high school

  

7.5

Completed high school

  

36.0

Completed college

  

26.6

Completed University

  

29.8

Psychosocial variables: mean (SD)

   

Modeling (2 items)

How frequently participate family and friends in PA?

5-point scalea

3.6 (0.8)

Social norm (2 items)

Does the family and friends think that they should participate regularly in PA?

5-point scaleb

3.5 (1.1)

Social support from family (3 items)

Social support from family towards PA (e.do PA together, invite to do PA together, encourage to do PA)

5-point scalec

2.6 (0.9)

Social support from friends (3 items)

Social support from friends towards PA (e.do PA together, invite to do PA together, encourage to do PA)

5-point scalec

3.0 (0.9)

Self-efficacy towards internal barriers (7 items)

Confidence to do PA under potentially difficult situations (internal: e.g. feeling stressed, being unwell

5-point scaled

3.5 (0.8)

Self-efficacy towards external barriers (6 items)

Confidence to do PA under potentially difficult situations (external: e.g. after a long and exhausting day, early in the morning)

5-point scaled

3.3 (0.9)

Perceived benefits towards PA (18 items)

Agreement with possible positive effects of PA (e.g. losing weight, having fun)

5-point scaleb

3.7 (0.6)

Perceived barriers towards PA (26 items)

Agreement with possible barriers, preventing the adolescent to do PA (e.g. external obstacles, lack of time, lack of interest)

5-point scalec

2.1 (0.6)

Perceived neighborhood environmental attributes: mean (SD)

   

Residential density (5 items)

Presence of different types of residences (e.g. detached single family residences, row houses, apartments

5-point scale e

155.5 (45.2)

Land use mix diversity (22 items)

Distance to local facilities (e.g. supermarket, post office, park, library)

5-point scale f

3.0 (0.8)

Land use mix access (4 items)

Access to neighborhood services (e.g. ease to walk to public transport, possibilities to do shopping in local area)

4-point scale g

3.4 (0.6)

Distance to school (1item)

Distance to the school of the adolescent

5-point scale f

2.30 (1.37)

Connectivity (3 items)

Connectedness of street network (e.g. presence of intersections, dead-end streets, alternate routes)

4-point scaleg

2.9 (0.6)

Walking infrastructure (4 items)

Availability and quality of walking infrastructure (e.g. footpaths on most streets, maintenance of footpaths, footpaths separated from streets)

4-point scaleg

2.9 (0.8)

Cycling infrastructure (5 items)

Availability and quality of cycling infrastructure (e.g. cycling lanes in most streets, maintenance of cycling lanes, cycling lanes separated from streets)

4-point scaleg

2.2 (0.7)

Safety for cycling (2 items)

Prevalence of bicycle theft and precautionary measures against bicycle theft

4-point scaleg

2.6 (0.8)

Aesthetics (4 items)

Presence of aesthetic features (e.g. green spaces, attractive buildings, streets free from litter and graffiti)

4-point scaleg

2.6 (0.6)

Safety for traffic (8 items)

Perceived safety from traffic problems (speed of traffic in neighborhood, availability of pedestrian crossings and traffic signals, exhaust fumes from cars)

4-point scaleg

2.8 (0.5)

Safety for crime (5 items)

Perceived safety from crime (e.g. crime prevalence in the neighborhood, perceived safety from walking and cycling during the day and night)

4-point scaleg

3.4 (0.6)

Convenience of recreation facilities (18 items)

Distance to PA facilities (e.g. soccer field, squash court, running track, swimming pool)

5-point scalef

2.9 (0.8)

Active transport variables:

   

Active transport to and from school: mean min/day (SD)

  

11.5 (14.5)

Active transport to and from school: % that uses active transport to go to school

  

54.5

Walking for transport during leisure time: mean min/day (SD)

  

9.7 (11.7)

Walking for transport during leisure time: % that walks for transport during leisure time

  

65.8

Cycling for transport during leisure time: mean min/day (SD)

  

8.2 (10.7)

Cycling for transport during leisure time: % that cycles for transport during leisure time

  

63.5

  1. PA: physical activity.
  2. a never or a few times a year, monthly, more than once a month, more than once a week, almost daily.
  3. b strongly disagree, somewhat disagree, neither agree or disagree, somewhat agree, strongly agree.
  4. c never, seldom, sometimes, often, very oftend I know I can’t do it, I think I can’t do it, I don’ know If I can do it, I think I can do it, I know I can do it.
  5. e none, a few, about half, a lot, all.
  6. f > 30 min, 21–30 min, 11–20 min, 6–10 min, 1–5 min,
  7. g Strongly disagree, somewhat disagree, somewhat agree, strongly agreeNote: all perceived built environmental attributes were positively scored: higher score = more walkable.