The combined influence of parental education and preterm birth on school performance
The combined influence of parental education and preterm birth on school performance
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DOI：
10.1136/jech.2009.105569
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发表时间：
2011-09-01
影响因子：
6.3
通讯作者：
De Stavola, Bianca L.
中科院分区：
文献类型：
--
作者：
Gisselmann, Marit;Koupil, Ilona;De Stavola, Bianca L.
社会背景和出生特征通常被发现与学习成绩独立相关，但其潜在机制尚未完全了解。本研究旨在探讨父母教育和较短胎龄如何共同影响瑞典儿童的学习成绩。方法对1973年至1981年出生的10 835名儿童进行研究，这是基于登记册的乌普萨拉多代出生队列的第三代。我们拟合了有序逻辑回归模型，通过父母教育程度和自己的胎龄来估计16岁瑞典语中高成绩相对于低成绩的OR，并对潜在的混杂因素进行了调整。结果在父母教育程度较低的家庭中，接受较高等级的早产儿调整OR为0.54 （95% CI 0.41 ~ 0.71）。
Background Social background and birth characteristics are generally found to be independently associated with school achievements but the underlying mechanisms are not fully understood. This study aimed to explore how parental education and shorter gestational age jointly influence school performance in a cohort of Swedish children.Methods 10 835 children born between 1973 and 1981 were studied, the third generation of the register-based Uppsala Multigenerational Birth Cohort. Ordinal logistic regression models were fitted to estimate OR of achieving middle and high grades in Swedish language at age 16 years, relative to low grade, by parental education and own gestational age, adjusting for potential confounders.Results In children from families with lower parental education, the adjusted OR of receiving a higher grade was 0.54 (95% CI 0.41 to 0.71) for preterm (