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Johansen V, Røsand I. A cross-sectional study of variations in schoolwork stress in academic upper secondary school classes in Mid-Norway. Scand J Public Health 2024:14034948241242939. [PMID: 38600071 DOI: 10.1177/14034948241242939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/12/2024]
Abstract
AIMS This paper investigates stress related to schoolwork among students in academic upper secondary schools. The research questions asked are: 1. To what degree does students' schoolwork stress vary between academic classes?; And 2. are perceptions of classroom goal orientation, academic achievement, sex and parental education related to schoolwork stress? METHODS A cross-sectional survey was done in the final year of upper secondary school in 71 school classes from 13 schools. A total of 1955 students in academic education programs were invited to participate in the survey, and 1511 completed the survey; the response rate was 77%. The outcome measure was a composite measure of schoolwork stress (alpha = 0.81). Multilevel modeling was used to estimate school class-level effects. RESULTS The mean value of schoolwork stress was 4.0, on a scale of 1 (very little schoolwork stress) to 6 (very high schoolwork stress). About half of the students reported a score of 4 or higher. The analysis showed that individual characteristics explained most of the variation in schoolwork stress. Girls experienced a much higher level of schoolwork stress than boys (mean values of 4.3 and 3.6, respectively). There was also a significant class-level effect, estimated to 6% of the variance. Students' perceptions of classroom goal orientation was also associated with schoolwork stress. CONCLUSIONS The main contribution was the discovery of significant variations in schoolwork stress between school classes. We also found that higher mastery climate was linked to lower schoolwork stress, whereas higher performance climate was linked to higher schoolwork stress.
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Affiliation(s)
- Vegard Johansen
- Norwegian University of Science and Technology, Trondheim, Norway
| | - Ingvild Røsand
- Norwegian University of Science and Technology, Trondheim, Norway
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Torland EA, Karlstad C, Thørrisen MM, Bonsaksen T, Haslerud SI, Aas RW. School characteristics and pupils' thoughts of leaving upper secondary school: The INSchool project. Front Psychol 2024; 15:1270139. [PMID: 38425550 PMCID: PMC10903280 DOI: 10.3389/fpsyg.2024.1270139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 01/31/2024] [Indexed: 03/02/2024] Open
Abstract
Introduction Understanding pupils' thoughts about leaving school may contribute to better identify those at risk of dropping out. Thus, we explored the associations between perceived psychological demands, decision control, and social support from teacher and fellow pupils, and pupils' thoughts about leaving upper secondary school. Methods Cross-sectional data from a convenience non-probability sample of 249 pupils from 12 Norwegian upper secondary schools were collected using a school-modified version of the work-focused Job Content Questionnaire (JCQ). Adjusted logistic regression was used to analyze the data. Results Pupils who experienced higher psychological demands and lower social support from fellow pupils were more likely to experience thoughts of leaving school compared to those who experienced lower demands and high levels of social support. Decision control was not significantly associated with thoughts about leaving school. Conclusion High psychological demands may increase the likelihood of considering leaving school. Peer support can lessen such thoughts. Implication: Identifying whether pupils are thinking about leaving school can help identify those who are at risk of dropping out of upper secondary school.
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Affiliation(s)
- Emilie Aas Torland
- Mestringsenheten (The Coping Unit), Department of Mental Health, Municipality of Sandnes, Sandnes, Norway
| | | | - Mikkel Magnus Thørrisen
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Tore Bonsaksen
- Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | - Sturla Inge Haslerud
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Randi Wågø Aas
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
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Skoric D, Rakic JG, Jovanovic V, Backovic D, Soldatovic I, Zivojinovic JI. Psychosocial school factors and mental health of first grade secondary school students-Results of the Health Behaviour in School-aged Children Survey in Serbia. PLoS One 2023; 18:e0293179. [PMID: 37943735 PMCID: PMC10635433 DOI: 10.1371/journal.pone.0293179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Accepted: 10/06/2023] [Indexed: 11/12/2023] Open
Abstract
This cross-sectional study aimed to investigate the association between psychosocial school factors and life satisfaction, symptoms of depression and psychosomatic health complaints among first grade secondary school students in Serbia. We analysed data from the 2018 Health Behaviour in School-aged Children (HBSC) study in the Republic of Serbia. Analyzed psychosocial school factors included satisfaction with school, schoolwork pressure, teacher support, classmate support and being bullied at school. Life satisfaction was assessed by the 11-step Cantril's ladder (cutoff >5). Symptoms of depression were measured by the Center for Epidemiologic Studies Depression Scale (CESD-10) and psychosomatic health complaints by using the HBSC symptom checklist. Univariable and multivariable binary logistic regression was used to determine independent predictors of students' life satisfaction, symptoms of depression and psychosomatic health complaints in the school environment, while also considering their socio-demographic characteristics and perceived family and friend support. The study included 1605 students (average age 15.26 ±0.44 years), of whom 50.3% were females. Results from the binary logistic regression analyses showed that life satisfaction was positively related to school satisfaction and classmate support, and negatively to being bullied at school. Symptoms of depression were positively associated with schoolwork pressure and being bullied at school, and negatively with teacher and classmate support. All analyzed factors of the school environment were significantly related to psychosomatic health complaints, whereby schoolwork pressure and being bullied at school were positively associated, while teacher and classmate support and satisfaction with school were negatively associated. Given the established association of psychosocial school factors with mental health, there is a need for targeted measures both at school and community level with the aim of improving social support in the school environment, reducing schoolwork burden and preventing bullying at school, potentially resulting in the overall improvement of mental health of the first grade secondary school students.
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Affiliation(s)
- Dragana Skoric
- Centre for Hygiene and Human Ecology, Institute of Public Health of Serbia "Dr Milan Jovanovic Batut", Belgrade, Serbia
| | - Jelena Gudelj Rakic
- Centre for Health Promotion, Institute of Public Health of Serbia "Dr Milan Jovanovic Batut", Belgrade, Serbia
| | - Verica Jovanovic
- Centre for Disease Control, Institute of Public Health of Serbia "Dr Milan Jovanovic Batut", Belgrade, Serbia
| | - Dusan Backovic
- Institute of Hygiene and Medical Ecology, Faculty of Medicine, University of Belgrade, Belgrade, Serbia
| | - Ivan Soldatovic
- Institute of Medical Statistics and Informatics, Faculty of Medicine, University of Belgrade, Belgrade, Serbia
| | - Jelena Ilic Zivojinovic
- Institute of Hygiene and Medical Ecology, Faculty of Medicine, University of Belgrade, Belgrade, Serbia
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Steare T, Gutiérrez Muñoz C, Sullivan A, Lewis G. The association between academic pressure and adolescent mental health problems: A systematic review. J Affect Disord 2023; 339:302-317. [PMID: 37437728 DOI: 10.1016/j.jad.2023.07.028] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 06/06/2023] [Accepted: 07/08/2023] [Indexed: 07/14/2023]
Abstract
BACKGROUND Academic pressure is a potential contributor to adolescent mental health problems, but international evidence on this association has never been synthesised. METHODS We conducted the first systematic review of the association between academic pressure and adolescent depression, anxiety, self-harm, suicidality, suicide attempts and suicide. We searched MEDLINE, PsycINFO, ERIC and Web of Science (core collection) up to November 24, 2022, for studies of school-going children or adolescents, which measured academic pressure or timing within the school year as the exposure and depression, anxiety, self-harm, or suicidal ideation, attempts or suicide as outcomes. Risk of bias was assessed using the Mixed Methods Appraisal Tool. We used narrative synthesis to summarise the evidence. The review was prospectively registered with PROSPERO (CRD42021232702). RESULTS We included 52 studies. Most studies assessed mixed anxiety and depressive symptoms (n = 20) or depressive symptoms (n = 19). Forty-eight studies found evidence of a positive association between academic pressure or timing within the school year and at least one mental health outcome. LIMITATIONS Most studies were cross-sectional (n = 39), adjusted for a narrow range of confounders or had other limitations which limited the strength of causal inferences. CONCLUSIONS We found evidence that academic pressure is a potential candidate for public health interventions which could prevent adolescent mental health problems. Large population-based cohort studies are needed to investigate whether academic pressure is a causal risk factor that should be targeted in school- and policy-based interventions. FUNDING UCL Health of the Public; Wellcome Institutional Strategic Support Fund.
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Affiliation(s)
- Thomas Steare
- Medical Research Council Unit for Lifelong Health and Ageing, University College London, London, UK.
| | | | - Alice Sullivan
- Centre for Longitudinal Studies (UCL Institute of Education), University College London, London, UK
| | - Gemma Lewis
- Division of Psychiatry, University College London, London, UK
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Hörbo M, Johansson C, Garnow T, Garmy P, Einberg EL. Experiences of Stress - A Focus Group Interview Study Among Swedish Adolescents During the COVID-19 Pandemic. J Sch Nurs 2023; 39:189-197. [PMID: 34967254 PMCID: PMC9988619 DOI: 10.1177/10598405211071002] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Adolescence can be a stressful period in life. The period contains challenges associated with the transition from childhood to adulthood (body changes, changes in interpersonal relationships, and identity changes). The aim was to investigate experiences of stress among adolescents in addition to stress related to the COVID-19 pandemic. Focus group interviews (n = 8) were conducted with girls (n = 22) and boys (n = 19) aged 13-15 in southern Sweden. The transcribed interviews were analyzed with qualitative content analysis. Analysis of the collected material resulted in two categories with four sub-categories each of which highlights adolescents' experiences of stress. The results show that adolescents' have a variety of experiences of stress, i.e., what they mean are the sources of stress and how stress is manifested. The adolescents experienced how stress was manifested both physically and emotionally. This affected both their sleep and performance. The adolescents reflected on both positive and negative manifestations of stress.
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Affiliation(s)
- Moa Hörbo
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
- Equal contribution as first author
| | - Camilla Johansson
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
- Equal contribution as first author
| | - Tide Garnow
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
| | - Pernilla Garmy
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
- Department of Health Sciences, Faculty of Medicine, Lund University, Lund, Sweden
- Pernilla Garmy, RN, PhD, Faculty of Health Sciences, Kristianstad University, Elmetorpsvägen 15, Kristianstad 29188, Sweden; Department of Health Sciences, Clinical Health Promotion Centre, Lunds Universitet, Lund, Sweden.
| | - Eva-Lena Einberg
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
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Låftman SB, Modin B, Granvik Saminathen M, Östberg V, Löfstedt P, Rajaleid K. Psychosocial School Conditions and Mental Wellbeing Among Mid-adolescents: Findings From the 2017/18 Swedish HBSC Study. Int J Public Health 2023; 67:1605167. [PMID: 36686385 PMCID: PMC9849233 DOI: 10.3389/ijph.2022.1605167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 12/19/2022] [Indexed: 01/06/2023] Open
Abstract
Objectives: To investigate mid-adolescent boys' and girls' experiences of school demands, teacher support, and classmate support, and explore the associations of these factors with mental wellbeing. Methods: Data were derived from the Swedish Health Behaviour in School-aged Children (HBSC) study of 2017/18, with information collected among 1,418 students in grade 9 (∼15-16 years). School demands, teacher support, and classmate support were measured by indices based on three items each. Mental wellbeing was measured by the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS). Linear regression analyses were performed. Results: Higher demands were associated with lower mental wellbeing. Conversely, mental wellbeing increased with greater teacher support and classmate support. Interactions between demands and the support variables showed that at the lowest levels of teacher and of classmate support, mental wellbeing was low and not associated with school demands. With increasing levels of teacher and classmate support, the overall level of mental wellbeing increased and revealed an inverse association between school demands and mental wellbeing. Conclusion: The study contributes with knowledge about how psychosocial conditions in school may hinder or enhance wellbeing among students.
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Affiliation(s)
- Sara Brolin Låftman
- Department of Public Health Sciences, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden
| | - Bitte Modin
- Department of Public Health Sciences, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden
| | - Maria Granvik Saminathen
- Department of Public Health Sciences, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden
| | - Viveca Östberg
- Department of Public Health Sciences, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden
| | - Petra Löfstedt
- Department of Public Health and Community Medicine, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Kristiina Rajaleid
- Department of Public Health Sciences, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden,Stress Research Institute, Department of Psychology, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden,*Correspondence: Kristiina Rajaleid,
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Rimpelä A, Lindfors P, Kinnunen JM, Myöhänen A, Hotulainen R, Koivuhovi S, Vainikainen MP. The Way of Distance Teaching Is Related to Adolescent Students' Health and Loneliness during the School Closure in Finland. Int J Environ Res Public Health 2021; 18:ijerph182312377. [PMID: 34886104 PMCID: PMC8657008 DOI: 10.3390/ijerph182312377] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 11/18/2021] [Accepted: 11/23/2021] [Indexed: 11/16/2022]
Abstract
The COVID-19 pandemic enforced countries to close schools and rapidly transfer to distance teaching without preparation. Little is known about how different distance teaching practices influenced students’ wellbeing. We studied this during the period of school closures in Finland. Wellbeing was measured by health complaints and perceived loneliness, and distance learning was measured in terms of structure and dialogue of teaching, functioning of internet and digital equipment, difficulty of given tasks, and support for studies. All lower secondary schools were invited, and 29,898 students from 340 schools (grades 7–9) participated. A digital survey was distributed through schools just when these were reopened in May 2020. The main results were that the distance learning practices were related to adolescent health complaints and loneliness, so that less structure and dialogue in teaching, more problems with digital devices and internet, more difficult tasks and less support for studies were associated with higher health complaints and loneliness. From the point of view of students’ wellbeing, it matters how the distance learning is organised, how digital communication works, and if enough support for studies is available. These results of our research on distance learning practices during the present pandemic may guide schools in future crises and pandemic situations when distance learning is needed.
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Affiliation(s)
- Arja Rimpelä
- Unit of Health Sciences, Faculty of Social Sciences, Tampere University, 33014 Tampere, Finland; (P.L.); (J.M.K.); (A.M.)
- Department of Adolescent Psychiatry, Tampere University Hospital, P.O. Box 2000, 33521 Tampere, Finland
- Correspondence: ; Tel.: +358-50-5698285
| | - Pirjo Lindfors
- Unit of Health Sciences, Faculty of Social Sciences, Tampere University, 33014 Tampere, Finland; (P.L.); (J.M.K.); (A.M.)
| | - Jaana M. Kinnunen
- Unit of Health Sciences, Faculty of Social Sciences, Tampere University, 33014 Tampere, Finland; (P.L.); (J.M.K.); (A.M.)
| | - Anna Myöhänen
- Unit of Health Sciences, Faculty of Social Sciences, Tampere University, 33014 Tampere, Finland; (P.L.); (J.M.K.); (A.M.)
| | - Risto Hotulainen
- Centre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, Finland; (R.H.); (S.K.); (M.-P.V.)
| | - Satu Koivuhovi
- Centre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, Finland; (R.H.); (S.K.); (M.-P.V.)
| | - Mari-Pauliina Vainikainen
- Centre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, 00014 Helsinki, Finland; (R.H.); (S.K.); (M.-P.V.)
- Faculty of Education and Culture, Tampere University, 33014 Tampere, Finland
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Gillé V, Kerkhoff D, Heim-Dreger U, Kohlmann CW, Lohaus A, Eschenbeck H. Stress-symptoms and well-being in children and adolescents: factor structure, measurement invariance, and validity of English, French, German, Russian, Spanish, and Ukrainian language versions of the SSKJ scales. Health Psychol Behav Med 2021; 9:875-894. [PMID: 34659913 PMCID: PMC8519528 DOI: 10.1080/21642850.2021.1990062] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Objective The present cross-cultural study examined the factor structure, measurement invariance, and convergent validity of the Stress-Symptom and Well-Being Scales from the Stress and Coping Questionnaire for Children and Adolescents (SSKJ), originally in German, across gender and for five newly developed language versions: English, French, Russian, Spanish, and Ukrainian. Design Children and adolescents (N = 5,227) from Germany, France, Russia, the Dominican Republic, Ukraine, and several English-speaking countries participated in the survey study. Main outcome measures The SSKJ Stress-Symptom and Well-Being Scales capture stress symptomatology and well-being with five subscales: Somatic Symptoms, Anger, Sadness, Anxiety, and Well-Being. The Strengths and Difficulties Questionnaire (SDQ) was used for validation. Results The factorial structure (five factors) was confirmed. In multi-group comparisons, confirmatory factor analyses showed partial metric invariance across the different languages. Regarding gender, results showed scalar invariance for all languages, except for Spanish. Gender differences were shown with girls scoring higher on somatic symptoms, sadness, anxiety (German-, French-, Russian-speaking samples), anger (French), and well-being (German, Ukrainian). Correlations with indicators of mental health and behavioral problems demonstrated convergent validity. Conclusion The SSKJ Stress-Symptom and Well-Being Scales showed psychometric evidence for equivalence across the different languages and gender. Thus, this instrument is a useful tool for cross-cultural research in children and adolescents.
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Affiliation(s)
- Vera Gillé
- Department of Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
| | - Denise Kerkhoff
- Department of Psychology, University of Konstanz, Konstanz, Germany
| | - Uwe Heim-Dreger
- Department of Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
| | - Carl-Walter Kohlmann
- Department of Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
| | - Arnold Lohaus
- Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
| | - Heike Eschenbeck
- Department of Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
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Wahlström J, Låftman SB, Modin B, Löfstedt P. Psychosocial Working Conditions in School and Life Satisfaction among Adolescents in Sweden: A Cross-Sectional Study. Int J Environ Res Public Health 2021; 18:5337. [PMID: 34067815 DOI: 10.3390/ijerph18105337] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 05/11/2021] [Accepted: 05/15/2021] [Indexed: 11/24/2022]
Abstract
Poor psychosocial working conditions in school have consistently been shown to be associated with adverse health among adolescents. However, the relationships between school demands, teacher support, and classmate support and positive aspects of health have not been explored to the same extent. The aim of this study was to examine differences in psychosocial working conditions in school and in life satisfaction by gender and by grade, and to investigate the association between psychosocial working conditions in school and life satisfaction among boys and girls, and among students in different grades. Data from the Swedish Health Behavior in School-Aged Children (HBSC) study of 2017/18 were used, consisting of 3614 students in Grades 5, 7, and 9 (~11, 13, and 15 years). Psychosocial working conditions in school were captured by indices of perceived school demands, teacher support, and classmate support. Life satisfaction was measured by the 11-step Cantril’s ladder (using cutoffs at >5 and >8, respectively). Whereas girls reported higher school demands than boys, higher levels of teacher and classmate support were reported by boys. Students in lower grades reported lower school demands but higher levels of teacher and classmate support compared with students in higher grades. Boys and students in lower grades were more likely to report high life satisfaction compared with girls and students in higher grades. Results from binary logistic regression analyzes showed that school demands were inversely associated with life satisfaction, and that higher levels of teacher support and classmate support were associated with high life satisfaction. These results were found for both boys and girls, and for students in all grades. The findings indicate that schools have the potential to promote positive health among students.
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Låftman SB, Granvik Saminathen M, Modin B, Löfstedt P. Excellent Self-Rated Health among Swedish Boys and Girls and Its Relationship with Working Conditions in School: A Cross-Sectional Study. Int J Environ Res Public Health 2021; 18:1310. [PMID: 33535643 DOI: 10.3390/ijerph18031310] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 01/22/2021] [Accepted: 01/25/2021] [Indexed: 11/17/2022]
Abstract
The aim of this study was to investigate the extent to which school demands, teacher support, and classmate support were associated with excellent self-rated health among students, and to examine if any such statistical predictions differed by gender. Data were drawn from the Swedish Health Behaviour in School-aged Children (HBSC) study of 2017/18, performed among adolescents in grades five, seven, and nine (n = 3701). Linear probability models showed that school demands were negatively associated with excellent self-rated health, whereas teacher and classmate support showed positive associations. The link with school demands was stronger for girls than boys, driven by the finding that in grades five and nine, school demands were associated with excellent self-rated health only among girls. In conclusion, the study suggests that working conditions in school in terms of manageable school demands and strong teacher and classmate support may benefit adolescents’ positive health. The finding that the link between school demands and excellent self-rated health was more evident among girls than among boys may be interpreted in light of girls’ on average stronger focus on schoolwork and academic success. The study contributes with to knowledge about how working conditions in school may impede or promote students’ positive health.
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Villanueva L, Prado-Gascó V, Montoya-Castilla I. Longitudinal analysis of subjective well-being in preadolescents: The role of emotional intelligence, self-esteem and perceived stress. J Health Psychol 2020; 27:278-291. [PMID: 32830558 DOI: 10.1177/1359105320951605] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Abstract
Subjective wellbeing has been conceptualized as a person's cognitive and affective evaluation of their life. In this line, life satisfaction and somatic complaints may be outstanding indicators of well-being. The aim of this longitudinal study was to analyze the combined contribution of trait emotional intelligence, self-esteem and perceived stress to well-being. Participants were 381 pupils aged 12-16 years (56.1% female). Hierarchical regression models and a fuzzy-set qualitative comparative analysis (QCA) were conducted. Trait emotional intelligence, self-esteem and low perceived stress were related in the expected direction to life satisfaction and somatic complaints. Findings support a specific pathway to improve wellbeing in preadolescents.
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Affiliation(s)
- Lidón Villanueva
- Department of Developmental, Educational, Social Psychology and Methodology, Universitat Jaume I, Castellón, Spain
| | - Vicente Prado-Gascó
- Social Psychology Department, Faculty of Psychology, Universitat de València, Valencia, Spain
| | - Inmaculada Montoya-Castilla
- Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, Universitat de València, Valencia, Spain
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Bortes C, Strandh M, Nilsson K. Is the effect of ill health on school achievement among Swedish adolescents gendered? SSM Popul Health 2019; 8:100408. [PMID: 31289741 DOI: 10.1016/j.ssmph.2019.100408] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2018] [Revised: 03/08/2019] [Accepted: 05/08/2019] [Indexed: 11/28/2022] Open
Abstract
This study investigates why the relationship between health problems requiring hospitalization between the ages of 13 and 16 and school achievement (school grades in 9th grade) in Sweden was stronger for girls than for boys. We reviewed previous research on gender differences in subjective health, health care utilization and medical drug treatment to identify mechanisms responsible for this gendered effect. The relationship was analysed using retrospective observational data from several national full-population registers of individuals born in 1990 in Sweden (n = 115 196), and ordinary least squares techniques were used to test hypotheses. We found that girls had longer stays when hospitalized, which mediated 15% of the interaction effect. Variability in drug treatment between boys and girls did not explain the gendered effect of hospitalization. The main mediator of the gendered effect was instead differences in diagnoses between boys and girls. Girls’ hospitalizations were more commonly related to mental and behavioural diagnoses, which have particularly detrimental effects on school achievement. Uses medical and social microdata from Swedish full-population registers. Analyses how the interaction between ill health and gender relates to school grades. The effect of ill health is more negative for girls’ school outcomes than boys. This effect was primarily due to differences in diagnoses between boys and girls. Mental and behavioural disorders were the key factor.
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Paulsson Do U, Edlund B, Stenhammar C, Westerling R. How 15- to 16-year-old Swedish adolescents experience social relationships and health-related behaviours: A qualitative study. Scand J Public Health 2019; 48:527-536. [PMID: 31213155 DOI: 10.1177/1403494819858230] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Aims: Health-related behaviours are associated with social relationships. Adolescence is a time when healthy and unhealthy behaviours are established. There is a need to investigate adolescents' views on how social relationships are related to health-related behaviours of adolescents in the Scandinavian welfare system. This study aimed to explore Swedish adolescents' experiences and thoughts of how social relationships in different social environments are related to health-related behaviours. Methods: A total of 36 adolescents aged 15-16 years were interviewed in seven focus-group sessions. Qualitative content analysis was used for analysis of the transcribed interviews. Results: Two themes - social context and personal management - emerged. Swedish adolescents describe that their health-related behaviours as being partly shaped by their own personal management but mainly by the social contexts that surround them. Social contexts were expressed as playing a role in the adolescents' health-related behaviours, as they provide fellowship, pressure, dependability and engagement. Fellowship with friends and family was expressed as providing healthy behaviours and high levels of well-being. Fellowship with friends was particularly important for physical activity. Close relationships were stated to influence health-related behaviours. Pressure from friends, teachers and social media were described as mainly influencing unhealthy behaviours and, to some extent, low levels of well-being. However, adolescents' personal ability illustrated how adolescents shaped their own health-related behaviours. Conclusions: The study results contribute to the understanding of Swedish adolescents' views on how social relationships can shape their health-related behaviours. The findings may be useful to school professionals in supporting adolescents to improve well-being and healthy behaviours.
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Affiliation(s)
- Ulrica Paulsson Do
- Department of Public Health and Caring Sciences, Section for Sociomedical Epidemiological Research, Uppsala University, Sweden
| | - Birgitta Edlund
- Department of Public Health and Caring Sciences, Section for Caring Sciences, Uppsala University, Sweden
| | - Christina Stenhammar
- Department of Public Health and Caring Sciences, Section for Caring Sciences, Uppsala University, Sweden
| | - Ragnar Westerling
- Department of Public Health and Caring Sciences, Section for Sociomedical Epidemiological Research, Uppsala University, Sweden
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Vaičiūnas T, Šmigelskas K. The Role of School-Related Well-Being for Adolescent Subjective Health Complaints. Int J Environ Res Public Health 2019; 16:E1577. [PMID: 31064078 PMCID: PMC6540129 DOI: 10.3390/ijerph16091577] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/01/2019] [Revised: 04/09/2019] [Accepted: 04/24/2019] [Indexed: 11/16/2022]
Abstract
BACKGROUND This study aimed to explore the prevalence of chronic specific-site and multisite pain in adolescents and to investigate how it can possibly be determined by school-related factors. METHODS A population-based cross-sectional study was conducted in 2014 in Lithuania as a Health Behavior in School-Aged Children (HBSC) survey. The sample consisted of 5730 school children, aged 11, 13, and 15 years. The analyzed data focused on the school-related context (relations with family, peers, and teachers; school demand, satisfaction, and bullying) of adolescents and subjective health complaints. The relationships between social support and health complaint variables were estimated using multivariate analyses. RESULTS The most common subjective health complaint among respondents was a headache. Backache, headache, and stomachache were more common among girls than boys. All somatic complaints were expressed more in younger ages. Multisite complaints were more common among girls and were associated with age-older ones reported more complaints. School-related bullying, school demand, satisfaction, and social support were the most relevant and independent factors for multisite somatic complaints among adolescents.
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Affiliation(s)
- Tomas Vaičiūnas
- Health Research Institute, Faculty of Public Health, Medical Academy, Lithuanian University of Health Sciences, LT-47181 Kaunas, Lithuania.
| | - Kastytis Šmigelskas
- Department of Health Psychology, Faculty of Public Health, Medical Academy, Lithuanian University of Health Sciences, LT-47181 Kaunas, Lithuania.
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15
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Alm S, Låftman SB, Sandahl J, Modin B. School effectiveness and students' future orientation: A multilevel analysis of upper secondary schools in Stockholm, Sweden. J Adolesc 2018; 70:62-73. [PMID: 30544017 DOI: 10.1016/j.adolescence.2018.11.007] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 10/02/2018] [Accepted: 11/27/2018] [Indexed: 11/17/2022]
Abstract
INTRODUCTION Future orientation (FO) refers to individuals' beliefs and feelings about their future. Earlier research has primarily investigated correlates of FO at the individual and family level, but it seems likely that FO is also shaped by other central agents or institutions, such as the school. Earlier studies have found positive associations between "school effectiveness" and student performance, and negative associations in relation to e.g., bullying, delinquency, and health risk behaviors. The current study investigated three teacher-reported features of school effectiveness - school leadership, teacher cooperation and consensus, and school ethos - and their links with student-reported FO. METHODS Survey data were collected in 2016 among 5131 students (aged 17-18 years) and 1061 teachers in 46 upper secondary schools in Stockholm, Sweden, and merged with school-level register data. Two-level binary logistic regression analyses were performed. RESULTS The analyses showed that higher teacher ratings of school leadership and school ethos were associated with a greater likelihood of reporting an optimistic FO among students. Teacher cooperation and consensus was however not associated with students' FO. CONCLUSION The findings indicate that the school environment contributes to shaping students' beliefs about their future. Thus, enhancing features of school effectiveness may be a way of promoting a positive development and brighter objective future prospects for the young, via pathways such as good student-teacher relations and academic motivation and achievement.
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Affiliation(s)
- Susanne Alm
- Swedish Institute for Social Research (SOFI), Stockholm University, SE-106 91, Stockholm, Sweden.
| | - Sara Brolin Låftman
- Department of Public Health Sciences, Stockholm University, SE-106 91, Stockholm, Sweden.
| | - Julia Sandahl
- Department of Criminology, Stockholm University, SE-106 91, Stockholm, Sweden.
| | - Bitte Modin
- Department of Public Health Sciences, Stockholm University, SE-106 91, Stockholm, Sweden.
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16
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Rathmann K, Herke M, Heilmann K, Kinnunen JM, Rimpelä A, Hurrelmann K, Richter M. Perceived school climate, academic well-being and school-aged children's self-rated health: a mediator analysis. Eur J Public Health 2018; 28:1012-1018. [PMID: 29897436 DOI: 10.1093/eurpub/cky089] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Background Schools are crucial settings for young people's development. Rare studies have examined the impact of perceived school-climate and academic well-being on young people's self-rated health in joint analyses. This study focuses on the role of perceived school-climate and academic well-being for young people's self-rated health and examines whether school climate is mediated by indicators of academic well-being. Methods Data were obtained from the German National Educational Panel Study, including seventh grade students (n = 6838) aged 11-12, nested in 710 classes within 277 schools. Indicators of school climate (teacher control, demands, autonomy, interaction, goal setting and orientation, teaching quality) and academic well-being (satisfaction with school, helplessness in major school subjects) were reported from students. Multilevel modelling was used to analyze the relative importance of perceived school-climate and academic well-being on school-aged children's self-rated health. Results Results showed that academic well-being is strongly related to self-rated health. The better students perceive their academic well-being, the lower the likelihood of poor self-rated health. In contrast, indicators of perceived school climate are only indirectly related to self-rated health, mediated by academic well-being or are not at all associated with self-rated health. Conclusions This study suggests that school climate is important for academic well-being but not as important for students' self-rated health as academic well-being. Health promotion initiatives in schools have to ensure that school climate serves to enhance students' academic well-being to avoid health problems in the long-run.
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Affiliation(s)
- Katharina Rathmann
- Department of Nursing and Health Sciences, University of Applied Sciences, Fulda, Germany.,Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany.,Faculty of Rehabilitation Sciences, Technical University Dortmund, Dortmund, Dortmund, Germany
| | - Max Herke
- Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Kristina Heilmann
- Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Jaana M Kinnunen
- Faculty of Social Sciences, Health Sciences, University of Tampere, Tampere, Finland
| | - Arja Rimpelä
- Faculty of Social Sciences, Health Sciences, University of Tampere, Tampere, Finland.,PERLA - Tampere Centre for Childhood, Youth and Family Research, University of Tampere, Tampere, Finland.,Department of Adolescent Psychiatry, Tampere University Hospital, Pitkäniemi Hospital, Nokia, Finland
| | | | - Matthias Richter
- Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
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17
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Östberg V, Plenty S, Låftman SB, Modin B, Lindfors P. School Demands and Coping Resources-Associations with Multiple Measures of Stress in Mid-Adolescent Girls and Boys. Int J Environ Res Public Health 2018; 15:ijerph15102143. [PMID: 30274260 PMCID: PMC6209916 DOI: 10.3390/ijerph15102143] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/30/2018] [Revised: 09/26/2018] [Accepted: 09/27/2018] [Indexed: 11/20/2022]
Abstract
Stress, and stress-related health complaints, are common among young people, especially girls. Since studies have shown that school demands are an important driver of stress in adolescents, identifying if school-based resources can protect against stress is highly relevant. The aim of this study was to analyse task-related demands and task-related coping resources as aspects of the school work environment of potential relevance for stress in mid-adolescent girls and boys. The data came from “The School Stress and Support study” (TriSSS) conducted among students in grades 8 and 9 (aged 14–16 years). Self-reports of demands, coping resources, stress, as well as recurrent pain, were collected through questionnaires (n = 411). A subsample of students (n = 191–198) also provided salivary samples, which were analysed for the stress marker cortisol. Linear (OLS) and binary logistic regression analyses showed that higher demands were associated with more perceived stress, a higher likelihood of recurrent pain, and a lower cortisol awakening response. Greater coping resources were associated with less perceived stress and a lower likelihood of recurrent pain, but there was no association with cortisol. The strength of the associations differed by gender. The findings suggest that schools can promote student wellbeing by providing clear and timely information and teacher support to the students, especially for boys. Identifying specific features of the schoolwork that give rise to stress and to modify these accordingly is also of importance, especially for girls.
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Affiliation(s)
- Viveca Östberg
- Department of Public Health Sciences, Stockholm University, SE-106 91 Stockholm, Sweden.
| | - Stephanie Plenty
- Institute for Futures Studies, Box 591, SE-101 31 Stockholm, Sweden.
- Swedish Institute for Social Research, Stockholm University, SE-106 91 Stockholm, Sweden.
| | - Sara B Låftman
- Department of Public Health Sciences, Stockholm University, SE-106 91 Stockholm, Sweden.
| | - Bitte Modin
- Department of Public Health Sciences, Stockholm University, SE-106 91 Stockholm, Sweden.
| | - Petra Lindfors
- Department of Psychology, Stockholm University, SE-106 91 Stockholm, Sweden.
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18
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Rathmann K, Bilz L, Hurrelmann K, Kiess W, Richter M. Is being a "small fish in a big pond" bad for students´ psychosomatic health? A multilevel study on the role of class-level school performance. BMC Public Health 2018; 18:1098. [PMID: 30189839 PMCID: PMC6128006 DOI: 10.1186/s12889-018-5977-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Accepted: 08/17/2018] [Indexed: 11/29/2022] Open
Abstract
Background Features of schools and classes are closely related to students´ health and wellbeing. However, class composition (e.g. in terms of school performance) has rarely been examined in relation to students´ health and wellbeing. This study focuses on the so called Big-Fish-Little-Pond-Effect (BFLPE), by investigating whether the level of high-performing students in classroom is negatively associated with psychosomatic complaints of students who perceive themselves as poor performers. Methods Data were derived from the German sample of the WHO-Collaborative “Health Behaviour in School-aged Children (HBSC)” study 2013/2014. The sample included 5226 11-, 13- and 15-year-old students. Individual perceived school performance (PSP) was included (very good/good vs. average/below average PSP) at the individual student-level. At the class-level, school performance in class was generated by aggregating the share (in percentage) of students who report a very good/good PSP to the class-level, indicating the percentage of students with good/very good PSP in classroom. Using multilevel regression models, the association between class-level school performance (in percentage of students with very good/good PSP) and individual psychosomatic complaints were analyzed, stratified by students´ individual PSP. Results Students who report average/below average PSP showed higher likelihoods of psychosomatic complaints (Odds Ratio: 1.75; 95% Confidence Interval: 1.52–2.03) compared to counterparts with very good/good PSP. The aggregated class-level PSP was not significantly associated with psychosomatic complaints. However, in line with the BFLPE, results further revealed that students with average/below average PSP, who attend classes with a higher percentage of students who report very good/good PSP, had higher likelihoods of psychosomatic complaints (Odds Ratio: 1.91; 95% Confidence Interval: 1.01–4.01) compared to classmates with very good/good PSP. Conclusions This study revealed that class composition in terms of PSP was differentially associated with students´ psychosomatic complaints, depending on their individual PSP. Findings highlight the vulnerability of students with poor PSP placed in classes with a higher percentage of students with good PSP. Results of this study therefore indicate a need for initiatives for low performing students from teachers and school staff in class.
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Affiliation(s)
- Katharina Rathmann
- Department of Nursing and Health, Fulda University of Applied Sciences, Leipziger Straße 123, 36037, Fulda, Germany. .,Department for Sociology of Rehabilitation, Faculty of Rehabilitation Sciences, Technical University Dortmund, Emil-Figge-Str. 50, 44227, Dortmund, Germany.
| | - Ludwig Bilz
- Department of Health Sciences, Faculty for Health, Social Work, and Music, Brandenburg University of Technology Cottbus-Senftenberg, Universitätsplatz 1, 01968, Senftenberg, Germany
| | - Klaus Hurrelmann
- Hertie School of Governance, Friedrichstr. 180, 10117, Berlin, Germany
| | - Wieland Kiess
- Department of Women and Child Health, Hospital for Children and Adolescents and Centre for Paediatric Research (CPL), University of Leipzig, Liebigstr. 20a, 04103, Leipzig, Germany.,LIFE Leipzig Research Centre for Civilization Diseases, University of Leipzig, Liebigstr. 20a, 04103, Leipzig, Germany
| | - Matthias Richter
- Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Magdeburger Str. 8, 06112, Halle Saale, Germany
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19
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Rathmann K, Herke MG, Hurrelmann K, Richter M. Perceived class climate and school-aged children's life satisfaction: The role of the learning environment in classrooms. PLoS One 2018; 13:e0189335. [PMID: 29420540 PMCID: PMC5805163 DOI: 10.1371/journal.pone.0189335] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2017] [Accepted: 11/23/2017] [Indexed: 01/07/2023] Open
Abstract
The aim of this study is to examine the impact of class-level class climate on school-aged children's life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children's life satisfaction, while the individual perceived class climate is more important for life satisfaction.
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Affiliation(s)
- Katharina Rathmann
- Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Sachsen-Anhalt, Germany
- Department for Sociology of Rehabilitation, Faculty of Rehabilitation Sciences, Technical University Dortmund, Dortmund, Germany
- * E-mail:
| | - Max G. Herke
- Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Sachsen-Anhalt, Germany
| | | | - Matthias Richter
- Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Sachsen-Anhalt, Germany
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20
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Nygren K, Hagquist C. Self-reported school demands and psychosomatic problems among adolescents - changes in the association between 1988 and 2011? Scand J Public Health 2017; 47:174-181. [PMID: 28820022 DOI: 10.1177/1403494817725687] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
AIMS The aim of the present study was to examine changes over time in the relationship between self-reported school demands and psychosomatic problems, also considering the impact of student influence and teacher support. METHODS Data from a cross-sectional study (Young in Värmland) including eight data collections (1988-2011) among Swedish students aged 15-16 were used ( n = 20,115). Analyses with multinomial logistic regression and descriptive statistics were applied. RESULTS Between 1988 and 2011, the proportions of students with a higher degree of psychosomatic problems increased, as did the proportion of students experiencing school demands that were too high. Finer-level analyses based on stratification of student groups did not show any associations at the aggregated level between increases of school demands and psychosomatic problems. Similarly, individual level analyses showed that the strength of the association between school demands and psychosomatic problems was not affected by year of investigation. CONCLUSIONS Changes in school demands over time could not explain the increasing trend in psychosomatic problems among adolescents. Since the relationship between school demands and psychosomatic problems is strong across time, there is, however, a continued need for school-based interventions. More studies are required to gain further understanding of adolescent mental health from a trend perspective.
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Affiliation(s)
- Karina Nygren
- 1 Centre for Research on Child and Adolescent Mental Health, Karlstad University, Sweden and Department of Social Work, Umeå University, Sweden
| | - Curt Hagquist
- 2 Centre for Research on Child and Adolescent Mental Health, Karlstad University, Sweden
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Cosma A, Belić J, Blecha O, Fenski F, Lo MY, Murár F, Petrovic D, Stella MT. 'Talkin' 'Bout My Generation': Using a Mixed-Methods Approach to Explore Changes in Adolescent Well-Being across Several European Countries. Front Psychol 2017; 8:758. [PMID: 28572776 PMCID: PMC5436655 DOI: 10.3389/fpsyg.2017.00758] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2016] [Accepted: 04/25/2017] [Indexed: 11/13/2022] Open
Abstract
The promotion of positive mental health is a becoming priority worldwide. Despite all the efforts invested in preventive and curative work, it is estimated that one in four persons will experience a mental health condition at some point in their lives. Even more worrying is the fact that up to a half of all mental health problems have their onset before the age of 14. Recent statistics (national and international surveys, meta-analyses, international reports) point out to the fact that child and adolescent mental health problems are on the rise. The present study will try to corroborate these results and further explore their meaning, by employing a sequential mixed methods research design (quantitative-qualitative). The quantitative part will analyze time trends using Health Behaviors in School-aged Children data (four survey cycles: 2002, 2006, 2010, 2014) on mental well-being from four European countries (the Czechia, Germany, Italy, and United Kingdom). The qualitative part will rely on focus groups to explore the perspectives of 13- and 15-year-old boys and girls on gender differences and on the changes in adolescent mental well-being over time, as well as measures through which these issues could be addressed. Thematic analysis will be employed to analyze qualitative data. The results of this study could make a major contribution to our understanding of the current trends in adolescent mental well-being, as well as the ways in which existing data could be linked to international and national health policies.
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Affiliation(s)
- Alina Cosma
- Child and Adolescent Health Research Unit, School of Medicine, University of St AndrewsSt Andrews, United Kingdom
| | - Jelisaveta Belić
- Department of Psychology, Faculty of Social and Behavioural Sciences, Leiden UniversityLeiden, Netherlands
| | - Ondřej Blecha
- Department of Psychology, Faculty of Arts, Masaryk UniversityBrno, Czechia
| | - Friederike Fenski
- Department of Psychology, Faculty of Education and Psychology, Free University of BerlinBerlin, Germany
| | - Man Y Lo
- Division of Psychology and Language Sciences, Faculty of Brain Sciences, University College LondonLondon, United Kingdom
| | - Filip Murár
- Division of Psychology and Language Sciences, Faculty of Brain Sciences, University College LondonLondon, United Kingdom
| | - Darija Petrovic
- Department of Psychology, Faculty of Philosophy, University of Novi SadNovi Sad, Serbia
| | - Maria T Stella
- Department of Psychology and Cognitive Science, University of TrentoTrento, Italy
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22
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Aanesen F, Meland E, Torp S. Gender differences in subjective health complaints in adolescence: The roles of self-esteem, stress from schoolwork and body dissatisfaction. Scand J Public Health 2017; 45:389-396. [PMID: 28385116 DOI: 10.1177/1403494817690940] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
AIMS The aims of this study were to examine subjective health complaints among Norwegian adolescents and assess the development of gender differences in subjective health complaints between age 14 and 16; to investigate whether self-esteem, stress from schoolwork or body dissatisfaction affected adolescents' subjective health complaints; and determine whether these factors could explain the excess of subjective health complaints among girls. METHODS We used multiple linear regression analyses to analyse longitudinal survey data from 751 Norwegian adolescents at the ages of 14 and 16. The results from various cross-sectional and prospective analyses were compared. RESULTS Girls reported more subjective health complaints than boys, and gender differences increased from age 14 to 16. Self-esteem and stress from schoolwork had cross-sectional and prospective associations with subjective health complaints. Stress from schoolwork at age 14 was also associated with changes in subjective health complaints from age 14 to 16. The cross-sectional mediation analyses indicated that self-esteem and stress from schoolwork accounted for 61% of the excess of subjective health complaints among girls at age 16. The same variables measured at age 14 accounted for 24% of the gender differences in subjective health complaints two years later. The investigated factors could not account for the increase in gender differences in subjective health complaints between ages 14 and 16. CONCLUSIONS The findings showed that self-esteem and stress from schoolwork were associated with subjective health complaints during adolescence. These factors could partially explain the excess of subjective health complaints among girls.
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Affiliation(s)
- Fiona Aanesen
- 1 Department of Health, Social and Welfare Studies, University College of Southeast Norway, Tønsberg, Norway
| | - Eivind Meland
- 2 Department of Global Public Health and Primary Care, University of Bergen, Bergen, Norway
| | - Steffen Torp
- 1 Department of Health, Social and Welfare Studies, University College of Southeast Norway, Tønsberg, Norway
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Abstract
AIM This study explores the association between the psychosocial work environment in school and students' somatic health complaints. With its point of departure from the Demand-Control-Support (DCS) model, the aim was to examine how aspects of decision control and social support can moderate stress-related health implications of high psychological demands. METHODS Data come from two cross-sectional waves of the Swedish version of Health Behaviour in School-aged Children (HBSC 2005/2006 and 2009/2010), which consists of a total of 9427 11-, 13- and 15-year-old students. A two-level random intercept model was applied, with school class as the level 2 unit. RESULTS Findings showed significant associations between school demands and somatic health complaints for all studied age groups, with a slight increase in strength with age. Decision control as well as social support from teachers, parents and peers consistently predicted a favorable association with health. An age pattern emerged in the analyses of stress-moderating resources. For 11 year olds parental support was the only resource that displayed a significant interaction with demands in relation to somatic health complaints, whereas for 13 year olds, decision control and support from teachers and parents all demonstrated moderating effects on student health. For 15 year olds, however, it was peer support that acted as a buffering resource in the studied relationship. CONCLUSIONS The psychosocial work environment is an important predictor of students' health complaints. Overall, social support was a better stress-moderating resource than decision control, but some "buffers" were more important at certain ages than others.
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Affiliation(s)
- Kristina Sonmark
- Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, Stockholm, Sweden
| | - Bitte Modin
- Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, Stockholm, Sweden
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Wilhsson M, Svedberg P, Carlsson IM, Högdin S, Nygren JM. Handling Demands of Success Among Girls and Boys in Primary School: A Conceptual Model. J Sch Nurs 2016; 33:316-325. [PMID: 27311316 DOI: 10.1177/1059840516654743] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Stress among adolescents in Western societies is becoming an issue of increasing concern, and the global trend of adolescents' health shows a gradual deterioration that is independent of national differences and increases with age. The aim of this study was to explore the main concern of adolescents and about how they cope with demands in everyday life. Participants were 14-16 years old, and data were collected from three sources. A constructivist grounded theory was used as a method for generating a model of the adolescents' description of how they cope with demands in their everyday lives. The main concern described by participants in this study was to strive to be successful and to succeed in the present and throughout their lives. We conclude that differences between girls and boys, in terms of coping with demands in their everyday lives, are important to consider in the development of health promotion initiatives targeted at adolescents.
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Affiliation(s)
- Marie Wilhsson
- 1 School of Social and Health Sciences, Halmstad University, Halmstad, Sweden
| | - Petra Svedberg
- 1 School of Social and Health Sciences, Halmstad University, Halmstad, Sweden
| | - Ing-Marie Carlsson
- 1 School of Social and Health Sciences, Halmstad University, Halmstad, Sweden
| | - Sara Högdin
- 1 School of Social and Health Sciences, Halmstad University, Halmstad, Sweden
| | - Jens M Nygren
- 1 School of Social and Health Sciences, Halmstad University, Halmstad, Sweden
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Darcy L, Björk M, Knutsson S, Granlund M, Enskär K. Following Young Children’s Health and Functioning in Everyday Life Through Their Cancer Trajectory. J Pediatr Oncol Nurs 2015; 33:173-89. [DOI: 10.1177/1043454215610489] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background: Knowledge of living with childhood cancer, through the trajectory, is sparse. Aim: The aim of this study was to follow young children’s health and functioning in everyday life through their cancer trajectory. Methods: Data were gathered longitudinally from a group of 13 young children and their parents connected to a pediatric oncology unit in Sweden. The International Classification of Functioning, Disability and Health for Children and Youth structure was used to identify difficulties in health and functioning in everyday life, in interview and questionnaire data. Descriptive statistical analysis was performed to show patterns of difficulty over a 3-year period from diagnosis. Results: Difficulties experienced by children declined and changed over time. An increase in difficulties with personal interactions with others and access to and support from health care professionals was seen 2 to 3 years after diagnosis and start of treatment. Similar patterns are seen within individual children’s trajectories in relation to diagnosis but individual patterns were seen for each child. Conclusions and Clinical Implications: Health care professionals need to plan for ongoing contact with school services and information and support pathways, beyond the treatment period. A person-centered philosophy of care is required throughout the cancer trajectory.
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Affiliation(s)
- Laura Darcy
- Jönköping University, Jönköping, Sweden
- University of Borås, Borås, Sweden
| | - Maria Björk
- Jönköping University, Jönköping, Sweden
- University of Skövde, Skövde, Sweden
| | - Susanne Knutsson
- Jönköping University, Jönköping, Sweden
- University of Borås, Borås, Sweden
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Einberg EL, Lidell E, Clausson EK. Awareness of demands and unfairness and the importance of connectedness and security: Teenage girls' lived experiences of their everyday lives. Int J Qual Stud Health Well-being 2015; 10:27653. [PMID: 26084273 PMCID: PMC4471215 DOI: 10.3402/qhw.v10.27653] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/11/2015] [Indexed: 11/16/2022] Open
Abstract
In recent years, a number of studies have demonstrated that stress and mental health problems have increased among adolescents and especially among girls, although little is still known concerning what girls experience in their everyday lives. The aim of this study was to describe the phenomenon of teenage girls’ everyday lives, as experienced by the girls themselves. A phenomenological approach of reflective lifeworld research was used, and the findings are based on eight qualitative interviews with girls aged 13–16 years. The essence of teenage girls’ everyday lives as experienced by the girls themselves can be described as consciousness regarding demands and unfairness and regarding the importance of connectedness and security. The girls are aware of the demands of appearance and success, and they are conscious of the gender differences in school and in the media that affect them. The girls are also conscious about the meaning of connectedness with friends and family, as well as the importance of the security of their confidence in friends and feeling safe where they stay. If teenage girls feel connected and secure, protective factors in the form of manageability and meaningfulness can act as a counterweight to the demands and unfairness of everyday life. For professionals who work with teenage girls, the results from this study can be important in their work to support these girls.
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Affiliation(s)
- Eva-Lena Einberg
- School of Health and Welfare, Halmstad University, Halmstad, Sweden;
| | - Evy Lidell
- School of Health and Welfare, Halmstad University, Halmstad, Sweden
| | - Eva K Clausson
- Department of Health Science, School of Health and Society, Kristianstad University, Kristianstad, Sweden
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Plenty S, Ostberg V, Almquist YB, Augustine L, Modin B. Psychosocial working conditions: an analysis of emotional symptoms and conduct problems amongst adolescent students. J Adolesc 2014; 37:407-17. [PMID: 24793388 DOI: 10.1016/j.adolescence.2014.03.008] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2013] [Revised: 03/03/2014] [Accepted: 03/09/2014] [Indexed: 10/25/2022]
Abstract
This study explored how psychosocial features of the schoolwork environment are associated with students' mental health. Data was drawn from 3699 ninth grade (15 year-old) Swedish students participating in the Health Behaviour in School-Aged Children survey. Using Structural Equation Modelling, perceived school demands, decision control and social support from teachers, classmates and parents were examined in relation to students' emotional and conduct problems. Higher demands were associated with greater emotional symptoms and conduct problems. Although weaker social support predicted emotional symptoms and conduct problems, the relative influence of teachers, classmates and parents differed. Teacher support was more closely associated with conduct problems, particularly for girls, while classmate support was more strongly related to emotional symptoms. The findings indicate that while excessive school pressure is associated with poorer mental health, social support can assist in optimising adolescents' emotional health and adaptive behaviour, as well as shaping perceptions of demands.
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Affiliation(s)
- Stephanie Plenty
- Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden.
| | - Viveca Ostberg
- Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden
| | - Ylva B Almquist
- Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden
| | - Lilly Augustine
- Swedish National Institute of Public Health (FHI), SE-831 40 Östersund, Sweden
| | - Bitte Modin
- Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, SE-106 91 Stockholm, Sweden
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Dalen JD. Gender differences in the relationship between school problems, school class context and psychological distress: results from the Young-HUNT 3 study. Soc Psychiatry Psychiatr Epidemiol 2014; 49:183-91. [PMID: 23912194 DOI: 10.1007/s00127-013-0744-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/25/2013] [Accepted: 07/10/2013] [Indexed: 12/22/2022]
Abstract
PURPOSE Few studies have examined the relationship between shared school classroom environment and psychological distress. The aim of this study is to investigate whether there are gender differences in the clustering of psychological distress within school classes as well as to assess individual and contextual effects of school problems. METHODS Data were obtained from the Young-HUNT 3 study (2006-2008), a population study of adolescents attending school in the Norwegian county of Nord-Trøndelag. A total of 6,379 pupils were analysed using multilevel models. RESULTS The results suggest that the amount of variation in psychological distress attributable to school class context was higher among girls (4.5%) compared to boys (1.0%). Furthermore, individual school problems were associated with psychological distress for both genders, although the effects were greater for girls. The effects of school class variables were limited for both genders, although gender composition was associated with higher levels of psychological distress among girls. CONCLUSIONS This study suggests that researchers should account for possible gender differences when examining the association between classroom environment and psychological distress.
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Petanidou D, Daskagianni E, Dimitrakaki C, Kolaitis G, Tountas Y. The role of perceived well-being in the family, school and peer context in adolescents' subjective health complaints: evidence from a Greek cross-sectional study. Biopsychosoc Med 2013; 7:17. [PMID: 24283390 PMCID: PMC4175490 DOI: 10.1186/1751-0759-7-17] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2013] [Accepted: 11/21/2013] [Indexed: 01/06/2023] Open
Abstract
BACKGROUND During adolescence children are usually confronted with an expanding social arena. Apart from families, schools and neighbourhoods, peers, classmates, teachers, and other adult figures gain increasing importance for adolescent socio-emotional adjustment. The aim of the present study was to investigate the extent to which Greek adolescents' perceived well-being in three main social contexts (family, school and peers) predicted self-reported Subjective Health Complaints. METHODS Questionnaires were administered to a Greek nation-wide, random, school-based sample of children aged 12-18 years in 2003. Data from 1.087 adolescents were analyzed. A hierarchical regression model with Subjective Health Complaints as the outcome variable was employed in order to i) control for the effects of previously well-established demographic factors (sex, age and subjective economic status) and ii) to identify the unique proportion of variance attributed to each context. Bivariate correlations and multicollinearity were also explored. RESULTS As hypothesized, adolescents' perceived well-being in each of the three social contexts appeared to hold unique proportions of variance in self-reported Subjective Health Complaints, after controlling for the effects of sex, age and subjective economic status. In addition, our final model confirmed that the explained variance in SHC was accumulated from each social context studied. The regression models were statistically significant and explained a total of approximately 24% of the variance in Subjective Health Complaints. CONCLUSIONS Our study delineated the unique and cumulative contributions of adolescents' perceived well-being in the family, school and peer setting in the explanation of Subjective Health Complaints. Apart from families, schools, teachers and peers appear to have a salient role in adolescent psychosomatic adjustment. A thorough understanding of the relationship between adolescents' Subjective Health Complaints and perceived well-being in their social contexts could not only lead to more effective tailored initiatives, but also to promote a multi- and inter-disciplinary culture in adolescent psychosomatic health.
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Affiliation(s)
- Dimitra Petanidou
- Centre for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, 25 Alexandroupoleos str., Athens 11527, Greece
| | - Evangelie Daskagianni
- Institute of Social and Preventive Medicine, 25 Alexandroupoleos str., Athens 11527, Greece
| | - Christine Dimitrakaki
- Centre for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, 25 Alexandroupoleos str., Athens 11527, Greece
| | - Gerasimos Kolaitis
- Department of Child Psychiatry, Athens University Medical School, "Aghia Sophia" Children's Hospital, Greece. Thivon and Papadiamantopoulou, Athens 11527, Greece
| | - Yannis Tountas
- Centre for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, 25 Alexandroupoleos str., Athens 11527, Greece
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Abstract
The aim of the study was to examine school-related determinants of self-reported health among adolescents. Questionnaire survey data comprising 4,972 students, Grades 7 through 9, from 20 schools in northern Sweden were used. Also, complimentary data about each school were collected from the Swedish National Agency for Education. Using multilevel logistic regression analyses, results showed that most variation in self-reported health was explained by individual-level differences. Truancy, bullying, and poor relations with teachers significantly increased the odds ratio of reporting poor general health, for boys and for girls. Most variables at the school level, for example, school size and student-teacher ratio, did not render significant associations with students' self-reported health. In conclusion, this study indicates that health promotion at school, including school health services, may benefit from focusing primarily on individual-level determinants of health, that is, students' relations to peers and teachers, without ignoring that bullying and weak student-teacher relationships also may induce school-level interventions.
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Affiliation(s)
- Karina Nygren
- 1Department of Public Health and Clinical Medicine, Division of Family Medicine, Umeå University, Umeå, Sweden
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Abstract
Although boys and girls are generally located in the same physical school environment, it may be experienced differently by, and have varying implications for, boys and girls. Girls like school more and achieve higher school marks, but they also perceive more school-related pressure. Based on a total sample of 8456 ninth grade pupils in Stockholm in 2004, this study uses multilevel linear regression to analyse differences between boys and girls with regard to a number of school-performance indicators (demands, motivation, teacher support and school marks) and their association with subjective health complaints. Results showed that girls perceive more demands, show greater academic motivation, perform better in school and report more emotional support from teachers than boys. In contrast, instrumental and appraisal support from teachers are more commonly reported by boys. Associations between school-performance indicators and subjective health complaints were slightly stronger for girls than for boys. Contextual variation in health complaints, especially between classes, was found only for girls. High achievement motivation and emotional teacher support in the school class was associated with better pupil health, suggesting that a positive climate in terms of motivation and support favours class health as a whole.
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Affiliation(s)
- Sara Brolin Låftman
- Swedish Institute for Social Research, Stockholm, Sweden Centre for Health Equity Studies-CHESS, Stockholm, Sweden.
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Abstract
AIM To explore the associations between subjective well-being and perceptions of community trust and safety amongst children in rural and urban areas. METHODS The study used self-reported data from the 2001/2002 Swedish cross-national WHO study Health Behaviour in School-aged Children. The sample consisted of 3852 children aged 11-15 years, living in different residential areas. Bivariate analyses and multivariate logistic regression were performed. RESULTS The results indicated that a greater proportion of children in urban areas perceived low community trust and safety, compared with children in rural areas. Further, the multivariate analysis revealed that perceived community trust and safety significantly impacts upon children's subjective well-being in both rural and urban contexts. CONCLUSION Children's perceptions of trust and safety have different magnitudes in urban and rural areas. The associations of perceptions of community trust and safety for children's subjective well-being are relevant in both urban and rural areas. As perceptions of low trust and safety in the community seem to be related to low subjective well-being, efforts to encourage community trust and safety should be included amongst the key priorities in community health promotion.
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Affiliation(s)
- Ulrika Eriksson
- Department of Health Sciences, Mid Sweden University, Östersund, Sweden.
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