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

Abstract

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 (M age = 10.53, SD = 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.

Parent’s sociodemographic factors, physical activity and active commuting are predictors of independent mobility to school

“…It is important to increase IM, particularly in children, because moving autonomously contribute to children to develop their physical, mental, cognitive performance and to build social relationships [ 46 ]. Additionally, the parents’ role is fundamental for developing children’s autonomy and IM [ 47 ]. Furthermore, parents can act in a controlling manner, leading to their children’s conduct being judged according to adult criteria [ 8 , 48 ].…”

Adults’ perceptions of forgetful children: the impact of child age, domain, and memory type

“…For example, children 8 to 16 years old take on more responsibility for their own health as they age by taking their medication at the correct time (McQuaid et al, 2003). Parents also rated older children as being allowed to travel independently to and from school more than younger children (Ayllón et al, 2019). As children become increasingly responsible for their actions, they should also become more responsible for their memory abilities, and in particular, their memory failures.…”

Sense of Community in Early Adolescents: Validating the Scale of Sense of Community in Early Adolescents

“…These experiences are vital to broadening their knowledge and understanding and forming social bonds with other people in three spheres: school, neighborhood, and leisure (Albanesi et al, 2007; Chawla, 1992; Eccles et al, 1991; Pacilli et al, 2013; Prezza & Pacilli, 2007). Therefore, one of the pivotal developmental tasks for early adolescents concerns the transition from the protected sphere of the family to the public places that make up the community as a cognitive and relational context (Ayllón, Moyano, Lozano, & Cava, 2019; Giardiello, 2016; Lenzi et al, 2012; Witherspoon & Hughes, 2013). Typically, children experience progressively lower level of parental control and increasing opportunities to move in autonomy through their local environment and establish new relationships with peers and adults (Eccles et al, 1991; Pacilli et al, 2013).…”