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School travel modes and children’s spatial cognition

Author

Listed:
  • Jo-Ting Fang

    (National Taiwan University, Taiwan)

  • Jen-Jia Lin

    (National Taiwan University, Taiwan)

Abstract

This study broadens understanding of how children’s travel modes influence the development of their spatial cognition, specifically the development of their spatial representation of home–school routes. Data were collected using a questionnaire survey and a cognitive mapping process at an elementary school in northern Taiwan. The sample, which comprised 521 Grades 1–6 children aged 7–12 years, was analysed through linear regressions. Empirical results indicate that the use of independent, active or non-motorised transportation modes improved the children’s spatial cognition regarding their home–school routes. This study not only provides new knowledge about the relationships between travel modes and the spatial cognition of children, but also identifies policy directions in relation to school transportation and the development of spatial cognition in children.

Suggested Citation

  • Jo-Ting Fang & Jen-Jia Lin, 2017. "School travel modes and children’s spatial cognition," Urban Studies, Urban Studies Journal Limited, vol. 54(7), pages 1578-1600, May.
  • Handle: RePEc:sae:urbstu:v:54:y:2017:i:7:p:1578-1600
    DOI: 10.1177/0042098016630513
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    References listed on IDEAS

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    1. Flores, G. & Bauchner, H. & Feinstein, A.R. & Nguyen, U.-S.D.T., 1999. "The impact of ethnicity, family income, and parental education on children's health and use of health services," American Journal of Public Health, American Public Health Association, vol. 89(7), pages 1066-1071.
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    Cited by:

    1. Scheiner, Joachim & Huber, Oliver & Lohmüller, Stefan, 2019. "Children's independent travel to and from primary school: Evidence from a suburban town in Germany," Transportation Research Part A: Policy and Practice, Elsevier, vol. 120(C), pages 116-131.

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