The longitudinal relationship of school climate with adolescent social and emotional health.
The longitudinal relationship of school climate with adolescent social and emotional health.
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DOI：
10.1186/s12889-021-10245-6
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发表时间：
2021-01-23
影响因子：
4.5
通讯作者：
Dudovitz RN
中科院分区：
文献类型：
--
作者：
Wong MD;Dosanjh KK;Jackson NJ;Rünger D;Dudovitz RN
学校和学校氛围被认为会影响学业成绩以及儿童和青少年的发展、健康和幸福。我们试图研究学校氛围的几个方面与青少年社会情绪健康结果之间的关系。我们分析了从2013年至2018年收集的洛杉矶高中生纵向自然实验研究--通过社会和教育变革减少不平等后续研究(RISE UP)的数据。我们分析了完成基线、10年级和11年级调查的样本部分的数据(n=1114)。学生们报告了他们在10年级时对学校氛围的看法，以及在基线(9年级)和11年级时的社会情绪结果，包括坚韧、自我效能、抑郁、绝望和压力。根据学生和父母的人口统计数据和基线社会情绪状态调整后的多变量回归检验了学校氛围和每个结果之间的关联。那些报告在10年级时处于权威学校环境中的学生，一个高度支持和高度结构化的环境，随后有更高的自我效能感(p<； 0.001)和毅力(p=0.01)。在11年级时，他们的抑郁症状也较少(p=0.008)，绝望感(p= = )、学校压力(p=0.002)和对未来的压力(p=0.03)也较少。学校氛围，尤其是权威的学校环境，与青少年更好的社交和情绪健康密切相关。与教师的关系和他们的管教风格可能是未来改善儿童社会情绪健康的干预措施的重点。
Schools and school climate are thought to influence academic outcomes as well as child and adolescent development, health and well-being. We sought to examine the relationship between several aspects of the school climate with adolescent social-emotional health outcomes. We analysed data from the Reducing Inequities through Social and Educational change Follow-up (RISE UP) Study, a longitudinal natural experimental study of Los Angeles high school students collected from 2013 to 2018. We analysed data on the portion of the sample that completed the baseline, 10th grade and 11th grade surveys (n=1114). Students reported their perceptions of school climate at 10th grade and social-emotional outcomes including grit, self-efficacy, depression, hopelessness, and stress at baseline (9th grade) and at 11th grade. Multivariable regressions adjusted for student and parental demographics and baseline social-emotional states tested associations between school climate and each outcome. Students who reported being in authoritative school environments in 10th grade, one that is highly supportive and highly structured, had subsequently higher levels of self-efficacy (p< 0.001) and grit (p=0.01). They also had fewer depressive symptoms (p=0.008), and less hopelessness (p = 0.01), stress at school (p=0.002) and stress about the future (p=0.03) reported in 11th grade. School climate, and particularly an authoritative school environment, is strongly associated with better social-emotional health among adolescents. Relationship with teachers and their disciplinary style may be a focus for future interventions to improve the social-emotional health of children.
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影响因子：
2.2
作者：
Waters, Stacey K.;Cross, Donna S.;Runions, Kevin
通讯作者：
Runions, Kevin
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作者：
STEINBERG, L;LAMBORN, SD;DORNBUSCH, SM
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通讯作者：
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影响因子：
3.8
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