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A multi-perspective analysis of university students' personal mental health and well-being capital and its effect on their life outcomes

大学生个人心理健康与幸福资本及其对人生结局的影响多视角分析

基本信息

批准号：
ES/T002255/1
负责人：
Anesa Hosein
金额：
$ 27.72万
依托单位：
University of Surrey
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT002255%2F1
关键词：
multi perspective analysis university students

项目摘要

Earlier last year (April 2018), the UK Office for Students (OfS) noted that students from underrepresented groups such as black and minority ethnic (BME) students and those from disadvantaged backgrounds were less likely to succeed at university. Coupled with this, research has shown that students from these groups are also more likely to have poorer mental health and wellbeing. However, there is substantial social and political pressure on universities to act to improve student mental health. For example, the Telegraph ran the headline "Do British universities have a suicide problem?" Thus, in June 2018, the Hon. Sam Gyimah, the then UK universities minister, informed university vice-chancellors that student mental health and wellbeing has to be one of their top priorities. Universities are investing substantive sums in activities to tackle student mental health but doing so with no evidence base to guide strategic policy and practice. These activities may potentially be ineffective, financially wasteful, and possibly, counter-productive. Therefore, we need a better evidence base which this project intends to fulfil. Currently, there is a lack of evidence and understanding about which groups of young people going to universities may have poorer life outcomes (such as education, employment, and mental health and well-being) as a result of their mental health and wellbeing during their adolescent years. These life outcomes and their mental health and wellbeing, however, are important for understanding the context of the complex social identities of the young people, such as the intersections between their gender, ethnicity, sexuality, religion and socio-economic status. Otherwise, these young people may feel misunderstood or judged. Most of the large body of quantitative research on life outcomes tend to focus on one social characteristic/identity of the student, such as the young person's gender or ethnicity or socio-economic status, but not the combination of all of these, i.e. the intersectionalities. Primarily, the reason for this has been the lack of sufficient data. This research draws on data from the Longitudinal Study of Young People in England (LSYPE), which tracked over 15,000 adolescents' education and health over 7 years between 2004-2010 (from when they were 13-19 years old), and the Next Steps Survey, which collected data from the same individuals in 2015 when they were 25 years and in the job market. This dataset also had an ethnic boost, which thus allows for the exploratory analysis of intersectionalities. Currently, there are a number of interventions being implemented to improve the university environment. However, there is a lack of evidence on how the university environment (such as their its size, amount of academic support available, availability of sports activities, students' sense of belonging, etc.) can affect the young person'students' mental health and wellbeing life outcomes. This evidence can be determined through by using the LSYPE data supplemented and by university environment data supplemented from the National Student Survey (NSS) and the Higher Education Statistics Agency (HESA).Thus this research uses an intersectional approach to investigate the extent to which the life outcomes of young persons who go to university are affected by their social inequality groupings and mental health and well-being during adolescence. Additionally, this research also aims to determine the characteristics of university environments that can improve the life outcomes of these young people depending on their social and mental health/wellbeing background.

去年早些时候（2018年4月），英国学生办公室（OfS）指出，来自黑人和少数民族（BME）学生等代表性不足群体的学生以及来自弱势背景的学生在大学取得成功的可能性较小。此外，研究表明，来自这些群体的学生也更有可能有更差的心理健康和幸福感。然而，大学面临着巨大的社会和政治压力，需要采取行动改善学生的心理健康。例如，《每日电讯报》的标题是“英国大学有自杀问题吗？因此，在2018年6月，当时的英国大学部长Sam Gyimah阁下通知大学副校长，学生的心理健康和福祉必须是他们的首要任务之一。大学正在投入大量资金开展活动，以解决学生的心理健康问题，但这样做没有证据基础来指导战略政策和实践。这些活动可能是无效的，浪费资金，并可能适得其反。因此，我们需要一个更好的证据基础，这个项目打算履行。目前，缺乏证据和了解哪些上大学的年轻人群体可能由于青少年时期的心理健康和幸福而导致生活结果较差（如教育，就业，心理健康和幸福）。然而，这些生活成果及其心理健康和福祉对于理解青年人复杂的社会身份背景，例如其性别、种族、性行为、宗教和社会经济地位之间的交叉点，非常重要。否则，这些年轻人可能会感到被误解或被评判。大多数关于生活成果的大量定量研究往往侧重于学生的一个社会特征/身份，如青年人的性别或种族或社会经济地位，而不是所有这些的结合，即交叉性。主要原因是缺乏足够的数据。这项研究利用了英格兰年轻人纵向研究（LSYPE）的数据，该研究跟踪了2004-2010年（从他们13-19岁时开始）7年内15，000多名青少年的教育和健康状况，以及下一步调查，该调查收集了2015年25岁时在就业市场上的相同个人的数据。这一数据集也有一个种族的推动，从而允许探索性分析的交叉性。目前，正在实施一些干预措施，以改善大学环境。然而，并无证据显示大学环境（例如规模、学术支援、体育活动、学生归属感等）会影响年轻人的心理健康和幸福生活的结果。这一证据可以通过使用补充的LSYPE数据以及从全国学生调查（NSS）和高等教育统计局（HESA）补充的大学环境数据来确定。因此，本研究使用交叉方法来调查进入大学的年轻人的生活结果受到其社会不平等分组以及青春期心理健康和福祉影响的程度。此外，这项研究还旨在确定大学环境的特征，这些环境可以根据这些年轻人的社会和心理健康/福祉背景改善他们的生活成果。