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Bleil ME, Roisman GI, Hamilton DT, Magro SW, Appelhans BM, Gregorich SE, Booth-LaForce C, Pianta RC. Which aspects of education are health protective? a life course examination of early education and adulthood cardiometabolic health in the 30-year study of early child care and Youth Development (SECCYD). BMC Public Health 2024; 24:1092. [PMID: 38641792 PMCID: PMC11031877 DOI: 10.1186/s12889-024-18560-4] [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] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Accepted: 04/09/2024] [Indexed: 04/21/2024] Open
Abstract
BACKGROUND Past research describes robust associations between education and health, yet findings have generally been limited to the examination of education as the number of years of education or educational attainment. Little is known about the specific features or processes underpinning education that are health protective. The objective of the current study was to address this gap by examining specific aspects of early education pertaining to student characteristics and experiences, as well as features of the classroom environment, in predicting cardiometabolic health in adulthood. METHODS Subjects were 1364 participants in the NICHD Study of Early Child Care and Youth Development (SECCYD, 1991-2009) and recent SECCYD 30-year follow-up, the Study of Health in Early and Adult Life (SHINE, 2018-2022). Models examined individual education indicators (student social skills, student-teacher relationship quality, and classroom emotional and instructional quality in the period of elementary school and student academic performance between ages 54 months and 15 years) in relation to a composite of cardiometabolic risk in adulthood (ages 26-31), reflecting central adiposity, blood pressure, insulin resistance, inflammation, and dyslipidemia. Models were adjusted for key explanatory factors including socio-demographics, infant characteristics, parental socioeconomic status (SES), and child health status. Follow-up analyses were performed to test potential mediators of early education effects on adult health, including adult SES (educational attainment, household income) and health behaviors (diet quality, activity level, sleep duration, smoking). RESULTS In adjusted models, results showed greater student social skills, indexed by a mean of annual teacher ratings between kindergarten and 6th grade, predicted lower cardiometabolic risk in adulthood (β=-0.009, p <.05). In follow-up analyses, results showed the protective effect of student social skills on cardiometabolic risk may be mediated by adult income (β=-0.0014, p <.05) and diet quality (β=-0.0031, p <.05). Effects of the other early education indicators were non-significant (ps > 0.05). CONCLUSIONS Findings point to the potential significance of early student social competence as a link to long-term health, possibly via the acquisition of resources needed for the maintenance of health, as well as through engagement in health behaviors supporting healthy eating. However, more research is needed to replicate these findings and to elaborate on the role of early student social competence and the pathways explaining its effects on cardiometabolic health in adulthood.
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Affiliation(s)
- Maria E Bleil
- Department of Child, Family, & Population Health Nursing, University of Washington, 98195, Seattle, WA, Box 357262, USA.
| | - Glenn I Roisman
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Deven T Hamilton
- Center for Studies in Demography & Ecology, University of Washington, Seattle, WA, USA
| | - Sophia W Magro
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Bradley M Appelhans
- Department of Family and Preventive Medicine, Rush University Medical Center, Chicago, IL, USA
| | - Steven E Gregorich
- Department of Medicine, University of California San Francisco, San Francisco, CA, USA
| | - Cathryn Booth-LaForce
- Department of Child, Family, & Population Health Nursing, University of Washington, 98195, Seattle, WA, Box 357262, USA
| | - Robert C Pianta
- School of Education & Human Development, University of Virginia, Charlottesville, VA, USA
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MacLean J, Krause A, Rogers MA. The student-teacher relationship and ADHD symptomatology: A meta-analysis. J Sch Psychol 2023; 99:101217. [PMID: 37507182 DOI: 10.1016/j.jsp.2023.04.007] [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: 09/28/2021] [Revised: 05/30/2022] [Accepted: 04/25/2023] [Indexed: 07/30/2023]
Abstract
Children with attention-deficit/hyperactivity disorder (ADHD) typically experience significant academic and social impairments, including problem behaviors in the classroom. Existing research suggests students who present with ADHD symptoms are more likely to have relationships with their teachers that are low in closeness and high in conflict. However, research about the quality of relationships between teachers and students with ADHD symptoms remains quantitatively un-synthesized. The present meta-analysis quantitatively describes the overall quality of student-teacher relationships for children who present with ADHD symptoms according to the relational dimensions of closeness and conflict. Database searches of PsycInfo, ERIC, and ProQuest (theses and dissertations) were conducted to collect a sample of 27 quantitative studies for statistical analyses. A total of 47 effect sizes (N = 17,236) were included in the analyses. Results confirm the trends seen in the literature. Children with symptoms of ADHD tended to have relationships with their teachers that were low in closeness (r = -0.170) and high in conflict (r = 0.414). Additionally, eight moderator analyses were conducted (i.e., grade level, informant types, informant consistency, sample type, reported comorbidity, gender, and ADHD presentation) to assess their effect on the link between ADHD symptoms and student-teacher relationship quality. The results of this meta-analysis provide insight into the quality of relationships that students who exhibit ADHD symptoms form with their teachers also may inform intervention programs that aim to best support students.
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Husby SM, Skalická V, Li Z, Belsky J, Wichstrøm L. Reciprocal Relations Between Conflicted Student-teacher Relationship and Children's Behavior Problems: Within-person Analyses from Norway and the USA. Res Child Adolesc Psychopathol 2023; 51:331-342. [PMID: 36301413 PMCID: PMC9908624 DOI: 10.1007/s10802-022-00968-4] [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: 01/20/2022] [Revised: 08/16/2022] [Accepted: 08/16/2022] [Indexed: 02/09/2023]
Abstract
Current evidence suggests that conflicted student-teacher relationships may increase behavior problems in children and vice-versa, but this may be due to confounding. We therefore analyzed their relation applying a within-person approach that adjusts for all time-invariant confounding effects, involving samples from Norway (n = 964, 50.9% females) and the USA (n = 1,150, 48.3% females) followed from age 4-12 years with similar measures. Increased parent-reported behavior problems forecasted increased student-teacher conflict to a similar extent in both countries (β = 0.07, p = .010), whereas teacher-reported behavior problems predicted increased student-teacher conflict more strongly in Norway (β = 0.14, p = .001) than in the US (β = 0.08, p = .050). Increased teacher-child conflict also predicted increased parent-reported (β = 0.07, p = .010), but not teacher-reported, behavior problems in both countries. Findings underscore the reciprocal relation between behavior problems and a conflictual student-teacher relationship.
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Affiliation(s)
- Silje Merethe Husby
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway. .,Department of Child and Adolescent Psychiatry, St. Olav's Hospital, Trondheim, Norway.
| | - Věra Skalická
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
| | - Zhi Li
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Jay Belsky
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway ,Department of Human Ecology, University of California, Davis, USA
| | - Lars Wichstrøm
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway ,Department of Child and Adolescent Psychiatry, St. Olav’s Hospital, Trondheim, Norway
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McDoniel ME, Bierman KL. Exploring pathways linking early childhood adverse experiences to reduced preadolescent school engagement. Child Abuse Negl 2022:105572. [PMID: 35216816 PMCID: PMC9393199 DOI: 10.1016/j.chiabu.2022.105572] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 01/19/2022] [Accepted: 02/16/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Cross-sectional studies link adverse childhood experiences (ACEs) with school disengagement, contributing to chronic absenteeism and underachievement. OBJECTIVE This prospective longitudinal study explored malleable mediators that might account for the developmental progression from early childhood ACEs to preadolescent school disengagement. Negative cascades were tested that explored student-teacher relationship quality and child behavior problems (internalizing and externalizing) as potential mediators. PARTICIPANTS AND SETTING 556 children were recruited from Head Start preschool classrooms (Mage = 4.67 years old, SD = 0.32; 51% female; 58% European American, 25% African American, 19% Latinx) at which time parents reported on ACEs. METHODS Children were followed longitudinally; kindergarten and third grade teachers rated student-teacher relationship quality and classroom behavior problems. Students described their school engagement (i.e., academic involvement, school bonding, and teacher affiliation) in fifth grade as they prepared for the transition into middle school. RESULTS Path models documented a mediated cascade linking early childhood ACES through poor kindergarten student-teacher relationship quality to elevated third grade internalizing problems (mediation path β = 0.018, SE = 0.009, p < 0.05) which, in turn, led to reduced fifth-grade school engagement (mediation path β = 0.027, SE = 0.014, p = 0.05). Early childhood ACEs also predicted elevated externalizing problems in elementary school, but without mediation by student-teacher relationship quality or link to fifth-grade school engagement. CONCLUSION Results are discussed in light of understanding developmental processes that link early ACEs with school difficulties and informing the design of preventive interventions for children at risk.
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Martin-Storey A, Santo J, Recchia HE, Chilliak S, Caetano Nardi H, Moreira Da Cunha J. Gender minoritized students and academic engagement in Brazilian adolescents: Risk and protective factors. J Sch Psychol 2021; 86:120-132. [PMID: 34051908 DOI: 10.1016/j.jsp.2021.03.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [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: 03/11/2020] [Revised: 07/15/2020] [Accepted: 03/14/2021] [Indexed: 11/26/2022]
Abstract
Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12-18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.
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Affiliation(s)
- Alexa Martin-Storey
- Département de Psychoéducation, Université de Sherbrooke, 150 Place Charles Le Moyne, Longueuil, QC, Canada.
| | - Jonathan Santo
- Department of Psychology, University of Nebraska at Omaha, United States of America
| | - Holly E Recchia
- Educational and Counselling Psychology, McGill University, Canada
| | | | - Henrique Caetano Nardi
- Departamento de Psicologia Social e Institucional, Universidade Federal do Rio Grande do Sul, Brazil
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Marengo D, Fabris MA, Prino LE, Settanni M, Longobardi C. Student-teacher conflict moderates the link between students' social status in the classroom and involvement in bullying behaviors and exposure to peer victimization. J Adolesc 2021; 87:86-97. [PMID: 33545582 DOI: 10.1016/j.adolescence.2021.01.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 01/20/2021] [Accepted: 01/24/2021] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Student-teacher relationships have been shown to influence bullying-related behaviors in students. In this study we considered the moderating role of student-teacher conflict and students' social status in the classroom and involvement in bullying behaviors and peer victimization. METHODS Sample consisted of 1742 students (47.2% females, mean age = 10.79; SD = 1.36; range = 8-14) clustered in 113 classrooms, of which 1017 (58.4%) attended primary schools and 725 (41.6%) attended lower secondary schools. We implemented a series of multilevel analyses aimed at determining the role of student-teacher conflict, and students' social status among classroom peers (i.e., average, popular, rejected, neglected, and controversial statuses), as well their interaction, in influencing verbal, physical, and social forms of bullying and victimization at school. RESULTS Student-teacher conflict had a significant positive effect on all bullying and victimization variables. Regarding students' social status, rejected students showed increased bullying and victimization when compared with average students, except in social bullying. Significant interactions emerged indicating that a highly conflictual student-teacher relationship exacerbated bullying behaviors and the risk of victimization among rejected students. Additionally, popular students who had conflictual relationship with their teachers were more likely to engage in physical bullying then average students. CONCLUSIONS Our study suggests the importance of low conflictual student-teacher relationships in acting as a buffer for aggressive student-student interactions in the classroom, especially when these interactions involve students rejected by their classroom peers.
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Affiliation(s)
| | | | - Laura Elvira Prino
- Department of Philosophy and Educational Science, University of Turin, Italy
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Li J, Wang J, Li JY, Qian S, Jia RX, Wang YQ, Liang JH, Xu Y. How do socioeconomic status relate to social relationships among adolescents: a school-based study in East China. BMC Pediatr 2020; 20:271. [PMID: 32493261 PMCID: PMC7268251 DOI: 10.1186/s12887-020-02175-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Accepted: 05/27/2020] [Indexed: 02/01/2023] Open
Abstract
Background A great number of studies have concentrated on the influence of socioeconomic status with health outcomes, but little on how socioeconomic status affects social relationship in adolescents’ families, peers and schools. This study aimed to clarify more detailed information on the connection between social relationships and different dimensions of socioeconomic status. Methods A school-based cross-sectional study was performed by 13–18 adolescents enrolled in East China from September, 2018 to May, 2019, which recruited 6902 students from junior and senior high schools and used the stratified random sampling method. Parent-child relationship (cohesion, expressiveness, conflict), peer relationship (interpersonal relationship, communication and interaction, social emotion) and student-teacher relationship (intimacy, support, satisfaction, conflict) were investigated. Besides, objective socioeconomic status (parental education and occupation, assessed by the adolescent) and subjective socioeconomic status (self-evaluation of family social class) were measured. More detailed information was used to clarify the link between social relationships and different dimensions of socioeconomic status. Results All five indicators of socioeconomic status were slightly positively correlated with the quality of social relationships (r ranged from 0.036 to 0.189, all p < 0.001), except that maternal education was not correlated with the conflict dimension of parent-child relationship. Standardized regression coefficients indicated that paternal education (β = 0.08) and occupation (β = 0.07) were the predictors of parent-child relationship. And peer relationship model revealed that the corresponding effect size was slightly stronger for subjective socioeconomic status (β = 0.10), whereas the maternal education had a slightly stronger correlation with student-teacher relationship (β = 0.07) relative to other indicators. Conclusions Adolescents with lower socioeconomic status had poorer social relationships compared to those with higher socioeconomic status. These findings have important public health implications for health policy makers to make sound decisions on resources allocation and services planning in improving adolescents’ social relationships and promoting health outcomes.
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Affiliation(s)
- Jing Li
- Department of Child and Adolescent Health, School of Public Health, Medical College of Soochow University, No.199 Ren Ai Road, Suzhou, Jiangsu, 215123, People's Republic of China
| | - Jing Wang
- Business School, Xi'an International Studies University, Xi'an, 710128, People's Republic of China
| | - Jia-Yu Li
- Department of Child and Adolescent Health, School of Public Health, Medical College of Soochow University, No.199 Ren Ai Road, Suzhou, Jiangsu, 215123, People's Republic of China
| | - Sheng Qian
- Department of Child and Adolescent Health, School of Public Health, Medical College of Soochow University, No.199 Ren Ai Road, Suzhou, Jiangsu, 215123, People's Republic of China
| | - Rui-Xia Jia
- Department of Social medicine, School of Public Health, Soochow University, Suzhou, Jiangsu, 215123, People's Republic of China
| | - Ying-Quan Wang
- Department of Social medicine, School of Public Health, Soochow University, Suzhou, Jiangsu, 215123, People's Republic of China
| | - Jing-Hong Liang
- Department of Child and Adolescent Health, School of Public Health, Medical College of Soochow University, No.199 Ren Ai Road, Suzhou, Jiangsu, 215123, People's Republic of China.,Department of Social medicine, School of Public Health, Soochow University, Suzhou, Jiangsu, 215123, People's Republic of China
| | - Yong Xu
- Department of Child and Adolescent Health, School of Public Health, Medical College of Soochow University, No.199 Ren Ai Road, Suzhou, Jiangsu, 215123, People's Republic of China. .,Department of Social medicine, School of Public Health, Soochow University, Suzhou, Jiangsu, 215123, People's Republic of China.
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Bin Abdulrahman KA. Students' views on student-teacher relationship: a questionnaire-based study. J Family Community Med 2007; 14:81-7. [PMID: 23012151 PMCID: PMC3410151] [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] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
AIM The aim of this study is to assess students' views on student-teacher relationship and its effect on academic grades. METHODS The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%. RESULTS The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X(2)=6.25, p=0.012). Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2%) students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X(2)=11.8, p=0.003). Eight-four percent of the students with higher and above average grades strongly agreed that teacher's performance was affected by students' attendance or absence and the responses were significantly associated with their grades (X(2)=4.35, p=0.037). The responses to most of the items by the students were independent of their grades. CONCLUSION This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1(st) year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.
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Affiliation(s)
- Khalid A. Bin Abdulrahman
- Department of Family Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia,
Correspondence to: Dr. Khalid A. Bin Abdulrahman, Associate Professor of Family Medicine, Vice Dean for Postgraduate and CME, College of Medicine, King Saud University, P.O. Box 2925, Riyadh 11461, Saudi Arabia - E-mail:
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