Age relative to school class peers and emotional well-being in 10-year-olds
Age relative to school class peers and emotional well-being in 10-year-olds
复制标题
DOI：
10.1371/journal.pone.0214359
复制
发表时间：
2019-03-26
期刊：
影响因子：
3.7
通讯作者：
Nishida, Atsushi
中科院分区：
文献类型：
--
作者：
Ando, Shuntaro;Usami, Satoshi;Nishida, Atsushi
本研究的目的是利用一项来自社区调查的大量个人层面的数据，调查年龄与学校(即班级或年级)同伴的年龄对青春期早期情绪幸福感的影响，以及这种影响的可能中介因素的作用。方法在东京对10岁儿童及其主要父母进行了大规模的社区调查，确定了入学截止日期。采用WHO(Five)幸福感指数(WHO-5)评定患者的情绪幸福感。学习成绩和在学校被欺负的经历也被评估为相对年龄效应的潜在中介因素。结果共有4478名儿童参与研究。在一元线性回归分析中，相对出生日期(从入学日期开始到学业成绩最后一天结束的连续变量)与情绪幸福感呈负相关(β=-0.043，p=0.005)。通径分析表明，学业成绩和欺负在相对出生日期和情绪幸福感之间起中介作用(均P
PurposeThe aim of this study was to investigate the effect of age relative to school (i.e., class or grade level) peers on emotional well-being and the role of possible mediators of this effect in early adolescence using a large set of individual-level data from a community survey.MethodsA large community-based survey of 10-year-old children and their primary parents was conducted in Tokyo, where the school entry cutoff date is fixed. Emotional well-being was assessed by the WHO (Five) Well-Being Index (WHO-5). Academic performance and the experience of being bullied at school were also evaluated as potential mediators of the effect of relative age.ResultsA total of 4,478 children participated in the study. In a univariate linear regression analysis, the relative birthdate (continuous variable starting from the school entry date and ending at the last date of the academic grade) was negatively associated with emotional well-being (beta = -0.043, p= .005). The path analyses suggested that academic performance and bullying mediated the relationship between the relative birthdate and emotional well-being (both p