Citation

Westman J, Olsson LE, Gärling T, Friman M. Transportation (Amst) 2017; 44(6): 1365-1382.

Copyright

(Copyright © 2017, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s11116-016-9705-7

PMID

unavailable

Abstract

We investigate whether travel mode, travel time, and activities during travel influence children's satisfaction with their travel to school, their current mood, and their cognitive performance after arriving at school. A sample of 344 children (165 girls) between the ages of 10 and 15 years were recruited at five public schools in Värmland County, Sweden. Directly after arriving at school, the children rated how they felt on two scales ranging from very sad to very happy and from very tired to very alert, filled out the Satisfaction with Travel Scale adapted for children (STS-C), reported details about their journeys, and took a word-fluency test. The results for STS-C showed that traveling by school bus and walking or cycling was experienced as having a higher quality than traveling by car. Children who engaged in conversation during their journeys reported a higher quality and more positive feelings than children who were engaged in solitary activities during their journeys. A shorter journey was experienced as having a higher quality and resulting in more positive feelings. Children traveling for longer durations performed better in the word-fluency test if using their smartphones or doing a combination of activities during their journeys.

Language: en