Trajectories and transitions throughout the educational career: Implications for young peoples health and health inequalities.

整个教育生涯的轨迹和转变：对年轻人健康和健康不平等的影响。

• 批准号: 390731669
• 负责人: Professorin Dr. Katharina Rathmann
• 金额: --
• 依托单位: Fachbereich Gesundheitswissenschaften
• 依托单位国家: 德国
• 项目类别: Infrastructure Priority Programmes
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/390731669?language=en
• 关键词: Trajectories; transitions; throughout; educational; career

In general, childhood and adolescence are periods of good health and wellbeing. However, there is evidence for strong disparities in young peoples health and wellbeing according to their socioeconomic status (SES) and attended school type. Students with lower SES or attending low track schools report poorer self-rated health and lower life satisfaction. So far, mostly cross-sectional studies in Germany are available, treating health and wellbeing as a static trait, while it actually develops over time. With the availability of panel data, it is possible to analyse trajectories of health and wellbeing from a longitudinal perspective, as well as to examine short-term effects of having experienced a non-normative transition (i.e. grade repetition) for health and wellbeing throughout the educational career.Overall aim of this research project is to investigate trajectories of health and wellbeing as well as the effect of a non-normative transition on health and wellbeing throughout secondary education in Germany to answer the following questions:1. Which trajectories of health and wellbeing can be identified among students in lower and upper secondary education, and do they differ by SES and school type?2. What (short-term) effect does a non-normative transition have for students health and wellbeing, and do they differ by SES and school type?3. Do students show different trajectories of health and wellbeing, depending on whether they have experienced a non-normative transition throughout their educational career?Analyses are based on longitudinal data from the German National Educational Panel Study (NEPS), using two cohorts. Starting Cohort 3 (SC3, 5th Grade) covers students from grades 5 to 9, started with 5.208 students sampled in regular schools, and later was reinforced to 6.211 students with an additional sample in 7th grade. Starting Cohort 4 (SC4, 9th Grade) covers grades 9 to 12 and started with 14.540 students sampled in regular schools. According to the NEPS time table, data for at least one additional grade for both cohorts will be available by the estimated start of the project, thus covering the full course of lower and upper secondary education in Germany. Linear Mixed Effects Models (LMEM) will be used to identify students trajectories of health and wellbeing as well as to differentiate inter-individual differences in these trajectories by SES, attended school type, and the presence of having experienced a non-normative transition. Fixed Effects Models will be used to analyse short term effects of non-normative transitions.The proposed project will provide new empirical evidence on students intra-individual development of health and wellbeing and analyse the differential effect of socioeconomic background, attended school type and a non-normative transition throughout secondary education in Germany.

一般来说，童年和青春期是身体健康和幸福的时期。然而，有证据表明，根据社会经济地位（SES）和就读学校类型的不同，年轻人的健康和福祉存在巨大差异。社会经济地位较低或就读于低水平学校的学生自评健康状况较差，生活满意度较低。到目前为止，德国的大部分横断面研究都将健康和福祉视为静态特征，而实际上它是随着时间的推移而发展的。有了面板数据，就可以从纵向角度分析健康和福祉的轨迹，并研究在整个教育生涯中经历非规范转型（即留级）对健康和福祉的短期影响。该研究项目的总体目标是调查健康和福祉的轨迹以及非规范转型对整个中等教育阶段健康和福祉的影响。 德国回答下列问题： 1． 初中和高中教育学生的哪些健康和福祉轨迹可以确定，它们是否因社会经济地位和学校类型而有所不同？2. 非规范转型对学生的健康和福祉有何（短期）影响？这些影响是否因社会经济地位和学校类型而异？3. 学生是否会表现出不同的健康和福祉轨迹，这取决于他们在整个教育生涯中是否经历过非规范转变？分析基于德国国家教育小组研究 (NEPS) 的纵向数据，使用了两个队列。起始群组 3（SC3，五年级）涵盖 5 至 9 年级的学生，开始时在普通学校抽取了 5,208 名学生，后来在 7 年级又增加了样本，扩大到 6,211 名学生。起始群组 4（SC4，9 年级）涵盖 9 至 12 年级，从普通学校抽样的 14,540 名学生开始。根据 NEPS 时间表，预计项目开始时将提供两个群体至少一个额外年级的数据，从而涵盖德国初中和高中教育的全部课程。线性混合效应模型 (LMEM) 将用于识别学生的健康和福祉轨迹，并根据社会经济地位、就读学校类型以及是否经历过非规范过渡来区分这些轨迹的个体间差异。固定效应模型将用于分析非规范转型的短期影响。拟议项目将为学生个体内部的健康和福祉发展提供新的实证证据，并分析社会经济背景、就读学校类型和德国整个中学教育中非规范转型的差异影响。