Perceived school climate, academic well-being and school-aged children’s self-rated health: a mediator analysis
Perceived school climate, academic well-being and school-aged children’s self-rated health: a mediator analysis
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感知学校氛围、学业幸福与学龄儿童自评健康：中介分析
DOI：
10.1093/eurpub/cky089
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发表时间：
2018
影响因子：
4.4
通讯作者：
Richter M
中科院分区：
文献类型：
--
作者：
Rathmann K;Herke M;Heilmann K;Kinnunen JM;Rimpelä A;Hurrelmann K;Richter M
学校是青少年成长的重要场所。很少有研究在联合分析中研究了学校气氛和学术幸福感对年轻人自我评估健康的影响。本研究的重点是感知学校的气候和学术幸福感的年轻人的自测健康的作用，并探讨是否学校的气候是介导的指标，学术wellbeing.MethodsData从德国国家教育小组的研究，包括七年级学生（n= 6838），年龄在11-12，嵌套在710班内277所学校。学校气氛（教师控制，需求，自主性，互动，目标设定和方向，教学质量）和学术幸福感（学校的满意度，无助于主要学校科目）的指标报告的学生。多层次模型被用来分析的相对重要性，认为学校的气候和学术幸福感对学龄儿童的自测health. ResultsResultsStudy结果表明，学术幸福感是密切相关的自测健康。学生对自己的学术幸福感的感知越好，自我评估健康状况不佳的可能性就越低。相比之下，感知学校气氛的指标只有间接相关的自测健康，介导的学术幸福感或不与自测health.ConclusionsThis研究表明，学校气氛是重要的学术幸福感，但不重要的是学生的自测健康的学术幸福感。学校的健康促进措施必须确保学校气氛有助于提高学生的学业健康，以避免长远的健康问题。
BackgroundSchools are crucial settings for young people’s development. Rare studies have examined the impact of perceived school-climate and academic well-being on young people’s self-rated health in joint analyses. This study focuses on the role of perceived school-climate and academic well-being for young people’s self-rated health and examines whether school climate is mediated by indicators of academic well-being.MethodsData were obtained from the German National Educational Panel Study, including seventh grade students (n= 6838) aged 11–12, nested in 710 classes within 277 schools. Indicators of school climate (teacher control, demands, autonomy, interaction, goal setting and orientation, teaching quality) and academic well-being (satisfaction with school, helplessness in major school subjects) were reported from students. Multilevel modelling was used to analyze the relative importance of perceived school-climate and academic well-being on school-aged children’s self-rated health.ResultsResults showed that academic well-being is strongly related to self-rated health. The better students perceive their academic well-being, the lower the likelihood of poor self-rated health. In contrast, indicators of perceived school climate are only indirectly related to self-rated health, mediated by academic well-being or are not at all associated with self-rated health.ConclusionsThis study suggests that school climate is important for academic well-being but not as important for students’ self-rated health as academic well-being. Health promotion initiatives in schools have to ensure that school climate serves to enhance students’ academic well-being to avoid health problems in the long-run.
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DOI：
10.55254/1835-1492.1237
发表时间：
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