000165840 001__ 165840
000165840 005__ 20260115140311.0
000165840 0247_ $$2doi$$a10.1080/14733285.2020.1737644
000165840 0248_ $$2sideral$$a117413
000165840 037__ $$aART-2020-117413
000165840 041__ $$aeng
000165840 100__ $$0(orcid)0000-0001-7667-5475$$aAyllón, Ester$$uUniversidad de Zaragoza
000165840 245__ $$aIndependent mobility to school and Spanish children: go, return, or both?
000165840 260__ $$c2020
000165840 5060_ $$aAccess copy available to the general public$$fUnrestricted
000165840 5203_ $$aLittle research about children’s independent mobility (CIM) to school has distinguished between the schoolchildren who only go or return (one way), from those who go and return (both ways) from school. We examined some factors associated with these forms of CIM. We examined the data of 1106 Spanish girls and boys (8–12 years old). We evaluated CIM to/from school, CIM for outdoor leisure activities, distance from home to school and children’s perceived distance. The following variables related CIM to school: perceived difficulty, attitudes and willingness for CIM to school. The children who showed independent mobility for both ways reported more CIM for their leisure activities, perceived their home as being closer and had a low perception of difficulties compared to those who only commuted to school one way. The predictors for each CIM type also differed. These findings highlight that CIM both ways is a greater form of autonomy.
000165840 536__ $$9info:eu-repo/grantAgreement/EUR/CAPASCity/I-2016-013$$9info:eu-repo/grantAgreement/ES/FEDER/POCTEFA-2014-2020
000165840 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttps://creativecommons.org/licenses/by-nc/4.0/deed.es
000165840 590__ $$a2.291$$b2020
000165840 591__ $$aGEOGRAPHY$$b51 / 85 = 0.6$$c2020$$dQ3$$eT2
000165840 592__ $$a0.752$$b2020
000165840 593__ $$aGeography, Planning and Development$$c2020$$dQ1
000165840 593__ $$aSociology and Political Science$$c2020$$dQ1
000165840 593__ $$aSocial Psychology$$c2020$$dQ1
000165840 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000165840 700__ $$0(orcid)0000-0002-5416-9464$$aMoyano, Nieves$$uUniversidad de Zaragoza
000165840 700__ $$0(orcid)0000-0001-9126-5976$$aAibar-Solana, Alberto$$uUniversidad de Zaragoza
000165840 700__ $$0(orcid)0000-0002-9557-4191$$aSalamanca, Annabella$$uUniversidad de Zaragoza
000165840 700__ $$0(orcid)0000-0002-1508-3721$$aBañares, Lidia$$uUniversidad de Zaragoza
000165840 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000165840 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000165840 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper.
000165840 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000165840 773__ $$g19, 1 (2020), 59-73$$pCHILDRENS GEOGRAPHIES$$tCHILDRENS GEOGRAPHIES$$x1473-3285
000165840 8564_ $$s333778$$uhttps://zaguan.unizar.es/record/165840/files/texto_completo.pdf$$yPostprint
000165840 8564_ $$s1110661$$uhttps://zaguan.unizar.es/record/165840/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000165840 909CO $$ooai:zaguan.unizar.es:165840$$particulos$$pdriver
000165840 951__ $$a2026-01-15-12:36:26
000165840 980__ $$aARTICLE