The impact of compositional, contextual and institutional school characteristics on health and well-being throughout the educational career

除家庭外，学校环境是青年人重要的社会化环境，对学生的学业成绩和心理社会发展起着重要作用。以往的研究表明，组成，上下文和制度的学校特点是学生的学业成绩和自我概念的决定因素。然而，在德国，这些特征对健康和福祉的影响很少被研究，特别是没有从纵向的角度来研究。调查这些功能是非常必要的，以照亮关键的学校相关的健康和健康的社会差距在整个教育生涯中的德国学校系统内的决定因素。该项目的总体目标是调查德国学生健康和福祉的组成，背景和制度学校的特点的影响。本研究将探讨以下问题：1。组成，上下文和机构学校的特点（独立和添加）与学生的健康和福祉？2.成分，上下文和机构的特点不同的影响健康和福祉之间的不同资源/SES组的学生，以及如何？3.组成，背景和机构的特点，以及学校相关的事件有助于巩固或恶化的影响，在健康和福祉以及社会差距，在这些结果在教育生涯？这些分析是基于德国国家教育小组研究（NEPS）的横截面和纵向数据。利用五年（2010-2014年）期间来自学生、家长、教师和校长的国家教育政策数据，将在中等教育的教育生涯中审查组成、背景和体制特征对学生健康和福祉的影响以及这些结果中的社会差距。使用保守的功率计算，关于近似值的信息。4，000名学生（起始队列3：5年级）和大约。12，000名学生（第4批：9年级）可供使用。描述性和多变量统计以及纵向数据和事件历史分析将被应用于评估在教育生涯中的假设关系。根据明确规定的概念模型，拟议的项目将提供新的经验证据之间的关联组成，上下文和机构的学校特点和学生的健康和福祉在德国学校系统，从而有助于更好地了解学生的健康和健康不平等的青春期。

The school environment represents, besides the family, an important socialization context for young people, playing an important role for student academic achievement and psychosocial development. Prior research has shown that compositional, contextual and institutional school characteristics are determinants of student academic performance and self-concept. However, the impact of those features for health and wellbeing has rarely been examined for students in Germany, and particularly not with a longitudinal perspective. Investigating those features is highly required in order to illuminate crucial school-related determinants of health and social disparities in health throughout the educational career within the German school system. The overall aim of the project is to investigate the impact of compositional, contextual and institutional school characteristics for student health and well-being in Germany. The following research questions will be addressed: 1. Are compositional, contextual and institutional school characteristics (independently and additively) associated with student health and well-being? 2. Do compositional, contextual and institutional characteristics differentially impact health and well-being among different resource/SES groups of students, and how? 3. Do compositional, contextual and institutional features as well as school-related events contribute to either consolidation or aggravation effects in relation to health and well-being as well as social disparities in those outcomes during the educational career? The analyses are based on cross-sectional and longitudinal data from the German National Educational Panel Study (NEPS). Using NEPS data from students, parents, teachers and school principals over a period of five years (2010-2014), the impact of compositional, contextual and institutional characteristics on student health and well-being as well social disparities in those outcomes will be examined during the educational career in secondary education. Using a conservative power calculation, information on approx. 4,000 students (starting cohort 3: grade 5) and approx. 12,000 students (starting cohort 4: grade 9) is available. Descriptive and multivariate statistics as well as longitudinal data and event history analyses will be applied to assess the postulated relationships during the educational career. Based on a clearly specified conceptual model, the proposed project will provide new empirical evidence on the associations between compositional, contextual and institutional school characteristics and student health and well-being within the German school system and will thereby contribute to a better understanding of student health and health inequalities in adolescence.