Education policy and students' happiness and mental health from a comparative perspective
比较视角下的教育政策与学生幸福感和心理健康
基本信息
- 批准号:ES/V012002/1
- 负责人:
- 金额:$ 12.7万
- 依托单位:
- 依托单位国家:英国
- 项目类别:Fellowship
- 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:
- 关键词:
项目摘要
The finding that beyond a certain level increases in GDP do not translate into greater happiness (Easterlin 1974, Layard 2006) has triggered a growing academic and policy interest in SWB over the last four decades (Diener et al. 1999; Diener et al 2018). In 2009, the highly influential report by the Commission on the Measurement of Economic Performance and Social Progress (Stiglitz 2009) advised that social progress should be assessed using SWB indicators. Since then, governments in many countries have promoted the collection and analysis of SWB data to assess progress in our societies. At the national level, in the United Kingdom (UK), the Office for National Statistics has created a programme to measure national well-being for adults (ONS 2016), young people (ONS 2014b) and children (ONS 2014a), including subjective measures of well-being. Compared to adults, interest in child SWB is a more recent phenomenon and its study has been traditionally hindered by limited data availability. However, this has changed over the last decade and we have just started to learn about the links between public policy and children's SWB. Despite the increasing academic and policy interest in SWB, the questions of whether and how public policy can promote children's SWB remain understudied. My PhD thesis aimed to reduce this gap by studying the association between education policy and students' SWB using data from the PISA 2015 study, which collected for the first time in PISA data on students' SWB -in particular, on overall life satisfaction (LS). I investigated this question by using advanced quantitative methods -mainly multilevel regression analysis- to study the LS of 15-year-old students in 33 countries. Findings suggest that education policy and practice can make a difference in shaping students' SWB. In particular, my PhD thesis presents analysis demonstrating an association between several education policy-relevant factors and students' LS, which is especially prominent -and observed in almost all countries- for schoolwork-related anxiety, bullying and parents' emotional support in relation to school. Results also indicate that schools may play an important role in shaping students' LS. In addition, in many countries, the links between schools and education policy and students' LS differ for girls and boys and for students of different socio-economic status. Finally, in all the analyses described above, there are significant differences across countries. Furthermore, towards the end of my PhD, I conducted an exploratory analysis of data from PISA 2018 which reveals a worldwide decline in students' LS since 2015 in almost all participating countries, particularly among girls, and the largest decline is by far observed in the UK.This fellowship will focus on maximising the academic and policy impact of my research through publications and engagement and dissemination activities and it will also be oriented to help me prepare for the next stage in my academic career by developing grant proposals, accessing relevant training and gaining some teaching experience. As part of the fellowship, I will conduct 3 new studies building on my PhD work. These will address some of the data limitations of PISA 2015, which have recently been overcome in PISA 2018 and PISA for Development. These new studies will also broaden the scope of my PhD research to fill some important gaps in the literature. New research will include a study in the context of the UK, a comparative study focusing on students' SWB in low-income countries and a comparative study in middle- and high-income countries exploring a wider range of subjective and psychological well-being outcomes, including mental health outcomes. Overall, this work makes key contributions to our understanding of whether and how children's SWB can be influenced by schools and education policy, supporting calls that education policy should also be assessed in terms of its impact in children's SWB.
超过一定水平的GDP增长不会转化为更大的幸福感(Easterlin 1974,Layard 2006),这一发现在过去40年里引发了学术界和政策对SWB日益增长的兴趣(Diener等人)。1999年;Diener等人2018年)。2009年,经济业绩和社会进步衡量委员会的一份极具影响力的报告(斯蒂格利茨,2009年)建议,应使用社会福利指标来评估社会进步。从那时起,许多国家的政府推动收集和分析SWB数据,以评估我们社会的进步。在国家一级,英国国家统计局制定了一项方案,衡量成年人(英国国家统计局2016)、年轻人(英国国家统计局2014b)和儿童(英国国家统计局2014a)的国民幸福感,包括主观幸福感。与成年人相比,对儿童主观幸福感的兴趣是一个较新的现象,其研究传统上受到数据有限的阻碍。然而,这种情况在过去十年中发生了变化,我们才刚刚开始了解公共政策和儿童主观幸福感之间的联系。尽管学术界和政策界对主观幸福感的兴趣与日俱增,但公共政策是否以及如何促进儿童的主观幸福感的问题仍未得到充分的研究。我的博士论文旨在通过使用PISA 2015年的研究数据来研究教育政策和学生主观幸福感之间的关联来缩小这一差距,该研究首次在PISA中收集了关于学生主观幸福感的数据--特别是总体生活满意度(LS)。我用先进的定量方法--主要是多水平回归分析--对33个国家15岁学生的LS进行了研究。研究结果表明,教育政策和实践可以在塑造学生的主观幸福感方面发挥作用。特别是,我的博士论文分析表明,几个与教育政策相关的因素与学生的LS之间存在关联,这一点在与学业相关的焦虑、欺凌和父母与学校有关的情感支持方面尤其突出--几乎在所有国家都可以观察到。研究结果还表明,学校在塑造学生的学习策略方面可能起着重要的作用。此外,在许多国家,对于女孩和男孩以及不同社会经济地位的学生,学校与教育政策和学生最低生活标准之间的联系是不同的。最后,在上述所有分析中,各国之间存在显著差异。此外,在我博士学位接近尾声时,我对2018年国际学生评估项目的数据进行了探索性分析,结果显示,自2015年以来,几乎所有参与国家的学生学习成绩都在下降,尤其是在女孩中,其中英国的下降幅度最大。这项奖学金将专注于通过出版物以及参与和传播活动最大化我的研究的学术和政策影响,它还将通过制定拨款提案、获得相关培训和获得一些教学经验来帮助我为学术生涯的下一阶段做准备。作为奖学金的一部分,我将在我的博士工作的基础上进行3项新的研究。这些将解决PISA 2015的一些数据限制,这些限制最近在PISA 2018和PISA for Development中得到了克服。这些新的研究也将拓宽我的博士研究的范围,以填补文献中的一些重要空白。新的研究将包括一项以英国为背景的研究,一项专注于低收入国家学生主观幸福感的比较研究,以及一项在中高收入国家进行的比较研究,探索更广泛的主观和心理健康结果,包括精神健康结果。总体而言,这项工作对我们理解学校和教育政策是否以及如何影响儿童的主观幸福感做出了关键贡献,支持了教育政策也应该根据其对儿童主观幸福感的影响进行评估的呼吁。
项目成果
期刊论文数量(8)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Gender Differences in School Effects on Adolescent Life Satisfaction: Exploring Cross-National Variation
学校对青少年生活满意度影响的性别差异:探索跨国差异
- DOI:10.1007/s10566-023-09756-7
- 发表时间:2023
- 期刊:
- 影响因子:1.8
- 作者:Marquez J
- 通讯作者:Marquez J
Life satisfaction and mental health from age 17 to 21 years in a general population sample
一般人群样本中 17 至 21 岁的生活满意度和心理健康状况
- DOI:10.31235/osf.io/feqht
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Marquez J
- 通讯作者:Marquez J
Loneliness in young people: a multilevel exploration of social ecological influences and geographic variation.
- DOI:10.1093/pubmed/fdab402
- 发表时间:2023-03-14
- 期刊:
- 影响因子:4.4
- 作者:Marquez, J.;Goodfellow, C.;Hardoon, D.;Inchley, J.;Leyland, A. H.;Qualter, P.;Simpson, S. A.;Long, E.
- 通讯作者:Long, E.
Life satisfaction and mental health from age 17 to 21 years in a general population sample.
- DOI:10.1007/s12144-022-03685-9
- 发表时间:2022-10-07
- 期刊:
- 影响因子:2.8
- 作者:Marquez, Jose;Katsantonis, Ioannis;Sellers, Ruth;Knies, Gundi
- 通讯作者:Knies, Gundi
Cross-Country and Gender Differences in Factors Associated with Population-Level Declines in Adolescent Life Satisfaction
青少年生活满意度人口水平下降相关因素的跨国和性别差异
- DOI:10.1007/s12187-022-09930-8
- 发表时间:2022
- 期刊:
- 影响因子:2.8
- 作者:Marquez J
- 通讯作者:Marquez J
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