School composition, family poverty and child behaviour.
School composition, family poverty and child behaviour.
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DOI：
10.1007/s00127-016-1206-7
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发表时间：
2016-06
影响因子：
4.4
通讯作者：
Midouhas E
中科院分区：
文献类型：
--
作者：
Flouri E;Midouhas E
关于学校作文在幼儿行为中的作用的研究很少。对于处境不利的儿童，例如那些在贫困中长大的儿童，学校作文效应可能特别重要。我们探索了学校学业和社会经济成分在7岁时内化问题、外化问题和亲社会行为中的作用，并测试了它是否缓和了家庭贫困对这些结果的影响。我们使用了来自千禧年队列研究的7225名7岁儿童的数据，他们在英格兰的公立小学就读，我们有关于这些结果的信息。在多个成员模型中，我们允许从5岁开始对学校中的儿童进行分组和学校之间的流动。我们的学校学业和社会经济构成变量分别是学校水平的成绩和有资格获得免费学校膳食的学生的百分比。贫困(家庭收入低于贫困线)是在7岁之前的所有清扫中衡量的。我们探索了贫困的时间和持续时间的作用。贫穷的影响很大，而且对调整的影响很大。学校的社会经济构成与个别儿童的内化和外化问题有关，即使在调整后的模型中也是如此。学校作文没有与贫困相互作用来预测任何结果。学校的学术和社会经济组成都没有缓和家庭贫困对儿童在小学的行为的影响。然而，与他们的同龄人相比，就读于社会经济条件较差的学校的孩子有更多的内化和外化问题。
There is little research on the role of school composition in young children’s behaviour. School composition effects may be particularly important for children in disadvantaged circumstances, such as those growing up in poverty. We explored the role of school academic and socio-economic composition in internalising problems, externalising problems and prosocial behaviour at age 7 years, and tested if it moderates the effect of family poverty on these outcomes. We used data from 7225 7-year-olds of the Millennium Cohort Study who attended state primary schools in England and for whom we had information on these outcomes. In multiple membership models, we allowed for clustering of children in schools and moves between schools since the beginning of school, at age 5. Our school academic and socio-economic composition variables were school-level achievement and % of pupils eligible for free school-meals, respectively. Poverty (family income below the poverty line) was measured in all sweeps until age 7. We explored the roles of both timing and duration of poverty. The effects of poverty were strong and robust to adjustment. School socio-economic composition was associated with individual children’s internalising and externalising problems, even in adjusted models. School composition did not interact with poverty to predict any of the outcomes. Neither the academic nor the socio-economic composition of the school moderated the effect of family poverty on children’s behaviour in primary school. However, children attending schools with more disadvantaged socio-economic intakes had more internalising and externalising problems than their counterparts.