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Table 5 Results of multivariate regression models showing only significant correlates of CIM (n = 20 studies)

From: Social and physical environmental correlates of independent mobility in children: a systematic review taking sex/gender differences into account

Study source

Socio-demographic and psychosocial characteristics

Social environment

Physical environment

Alparone et al. [25]

Age, birth order

fear of strangers

Perception of positive potentiality of outdoor autonomy

n. s.

Buliung et al. [32] (to school)

Age,sex/gender

Flexible work schedule

Neighborhood safety

Distance

Traffic

Buliung et al. [32] (from school)

Age, sex/gender,

Flexible work schedule, fathers’ employment status

Neighborhood safety

Traffic

Christian et al. [49]

Age, older siblings

Neighborhood safety

Social norms

n. s.

Cordovil et al. [23]

Age

Mobility license

Car ownership

Distance

Fyhri et al. [62]

Age, sex/gender

Neighborhood safety

Fear of strangers

Parents car use frequency

Distance

Janssen et al. [63]

Age

Neighborhood safety

Fear of crime

n. s.

Johannson [56] CIM license

Age, maturity, siblings

Neighborhood safety

Traffic perception

Need to protect

n. s.

Johannson [56] CIM range

Age, maturity, siblings

Attitude towards CIM

Car ownership

Traffic

Kytta [16] (Finnish data)

n. s.

Mobility license

Urbanization

Kytta [64] (Belrushian data)

Sex/gender

n. s.

Urbanization

Lam and Loo [50]

Age

Household income, family structure, mothers’ employment status, domestic helpers at home

n. s.

Distance

Urbanization

School density

Lin et al. [57]

Siblings

n.s.

Car ownership

Distance

Mammen et al. [26]

Age

Language spoken at home

Fear of strangers

Traffic perception

Car ownership

Distance

Prezza et al. [12]

Age, sex/gender

Neighborhood Friendliness

Park accessibility

Urban structure

Courtyard

Santos et al. [59]a

n. r.

Neighborhood safety

Parents’ physical activity

 

Veitch et al. [60]b school

Child enjoys walking

child’s personal safety

Walking facilities

Veitch et al. [60]b local destinations

n. s.

Many other children with in the neighborhood

n.s.

Wolfe and McDonald [61]

Age, race

Neighborhood safety

Housing unit density

Multivariate regressions models with separate results for boys and girls

 Carver et al. [52]d girls

n. r.

Parent encouragement for walking

Street connectivity

Land use mix

 Carver et al. [52]d boys

n. r.

Parental rules towards outdoor play

Car ownership

 Foster et al. [36] girls

n. r.

Fear of strangers

Informal social control

n. r.

 Foster et al. [36] boys

n. r.

Fear of strangers

n. r.

 Ghekiere et al. [35] girls

Grade

Cycle skills

Traffic skills

n. s.

traffic

 Ghekiere et al. [35] boys

Grade

Cycle skills

Traffic skills

n. s.

n. s.

 Villanueva et al. [35]e girls

Child’s confidence

Neighborhood safety

Traffic perception

Confidence in child’s ability

Bike ownership

School-specific walkability

 Villanueva et al. [48]e boys

Child’s confidence

Neighborhood friendliness

Traffic perception

confidence in child’s ability

Distance to green space

Count of shopping centers, recreation venues, community services and retail shops

Park attractiveness

 Villlanueva et al. [48]e girls

Child’s confidence

Neighborhood safety

People on walks in the neighborhood

Confidence in child’s ability

Bike ownership

School-specific walkability

 Villlanueva et al. [48]e boys

Child’s confidence

Neighborhood safety

Many other children with in the neighborhood

Traffic perception

confidence in child’s ability

 
  1. Abbreviations: CIM children’s independent mobility, n. r. not reported, n. s. not significant
  2. aAdjusted for child’s age and gender
  3. bControlled for sex and age of child, urban/rural location, maternal education and employment, distance to school, whether the child changed school between T1 and T2, and clustering within suburbs
  4. cControlled for sex and age of child, urban/rural location, maternal education and employment, and clustering within suburbs
  5. dControlled for parental education level, distance from home to school, urban/rural
  6. eAdjusted for socio-economic status, age, maternal education, child’s school year, whether or not child was sick last week, school clustering