Family social support, community "social capital" and adolescents' mental health and educational outcomes: a longitudinal study in England.
Family social support, community "social capital" and adolescents' mental health and educational outcomes: a longitudinal study in England.
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DOI：
10.1007/s00127-011-0391-7
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发表时间：
2012-05
影响因子：
4.4
通讯作者：
Stansfeld, Stephen
中科院分区：
文献类型：
--
作者：
Rothon, Catherine;Goodwin, Laura;Stansfeld, Stephen
探讨家庭社会支持、社区“社会资本”与心理健康及教育成效之间的关系。数据来自英国青年纵向研究，这是一个多阶段分层的全国代表性随机样本。在基线（13-14岁）时，使用各种工具测量家庭社会支持（父母关系，与家人共进晚餐，父母监督）和社区社会资本（父母在学校的参与，社交能力，参与家庭以外的活动）。在14-15岁时测量心理健康（GHQ-12）。15-16岁时的教育成就以中等教育普通证书的成绩来衡量。经过调整，好爸爸（OR = 0.70，95% CI 0.56-0.86）和母体（OR = 0.65，95% CI 0.53-0.81）关系，父母监督程度高（OR = 0.81，95%CI 0.69-0.94）和与家人共进晚餐的频率（每周6或7次：OR = 0.77，95%CI 0.61-0.96）与较低的心理健康状况差的几率相关。良好的父子关系（OR = 1.27，95% CI 1.06-1.51），父母监护程度高（OR = 1.37，95%CI 1.20-1.58），与家人共进晚餐频率高（OR = 1.64，95% CI 1.33-2.03）课外活动参与度高（OR = 2.57，95%CI 2.11-3.13）和父母在学校的参与（OR = 1.60，95%CI 1.37-1.87）与达到教育基准的几率较高相关。参与非定向活动与达到基准的几率较低相关（OR = 0.79，95%CI 0.70-0.89）。在贫困社区建立社会资本可能是改善心理健康和教育成果的一种方式。特别是，有必要把重点放在家庭作为支助的提供者。
To examine the associations between family social support, community “social capital” and mental health and educational outcomes. The data come from the Longitudinal Study of Young People in England, a multi-stage stratified nationally representative random sample. Family social support (parental relationships, evening meal with family, parental surveillance) and community social capital (parental involvement at school, sociability, involvement in activities outside the home) were measured at baseline (age 13–14), using a variety of instruments. Mental health was measured at age 14–15 (GHQ-12). Educational achievement was measured at age 15–16 by achievement at the General Certificate of Secondary Education. After adjustments, good paternal (OR = 0.70, 95% CI 0.56–0.86) and maternal (OR = 0.65, 95% CI 0.53–0.81) relationships, high parental surveillance (OR = 0.81, 95% CI 0.69–0.94) and frequency of evening meal with family (6 or 7 times a week: OR = 0.77, 95% CI 0.61–0.96) were associated with lower odds of poor mental health. A good paternal relationship (OR = 1.27, 95% CI 1.06–1.51), high parental surveillance (OR = 1.37, 95% CI 1.20–1.58), high frequency of evening meal with family (OR = 1.64, 95% CI 1.33–2.03) high involvement in extra-curricular activities (OR = 2.57, 95% CI 2.11–3.13) and parental involvement at school (OR = 1.60, 95% CI 1.37–1.87) were associated with higher odds of reaching the educational benchmark. Participating in non-directed activities was associated with lower odds of reaching the benchmark (OR = 0.79, 95% CI 0.70–0.89). Building social capital in deprived communities may be one way in which both mental health and educational outcomes could be improved. In particular, there is a need to focus on the family as a provider of support.
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DOI：
10.1111/j.2044-8325.1980.tb00024.x
发表时间：
1980-01-01
期刊：
JOURNAL OF OCCUPATIONAL PSYCHOLOGY
影响因子：
--
作者：
BANKS, MH;CLEGG, CW;WALL, TD
通讯作者：
WALL, TD
影响因子：
1.9
作者：
Ferguson, KM
通讯作者：
Ferguson, KM
影响因子：
5.4
作者：
McCulloch, A;Joshi, HE
通讯作者：
Joshi, HE
影响因子：
4.8
作者：
McNeal, RB
通讯作者：
McNeal, RB
影响因子：
5.4
作者：
Harpham, T;Grant, E;Rodriguez, C
通讯作者：
Rodriguez, C