Value of Education-Paths to Well Being over Life Course

教育价值-人生幸福之路课程

• 批准号: 6736060
• 负责人: MARGARET E. ENSMINGER
• 金额: $ 22.07万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-26 至 2005-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6736060
• 关键词: African American; academic achievement; behavioral /social science research tag; clinical research; data collection methodology /evaluation; gender difference; generation difference; health behavior; health surveys; high risk behavior /lifestyle; human mortality; human subject; interview; longevity; longitudinal human study; mathematical model; mental health; outcomes research; physical fitness; quality of life; social integration; socioeconomics; success; training level

DESCRIPTION (provided by applicant): The overall aim of the proposed research is to examine possible etiologic pathways explaining the associations between education and health among an African American population. The population consists of a total cohort (N=1242) of African American adults first studied in 1966 when they were in first grade in Woodlawn, an inner city neighborhood of Chicago. They were assessed in first grade (1966), in third grade (1968), during adolescence (1976), in 1993-94 when they were young adults; they are currently being interviewed again at age 42. In particular, this study will investigate how educational performance and achievement relate to health risk behaviors and physical and psychological health outcomes. The Woodlawn data includes information about educational performance and achievement throughout the life course as well as information about health risk behaviors, such as cigarette, alcohol and drug use, and physical and mental health conditions of the cohort over the life course. Mortality data also have been collected. We focus on a life course developmental framework for understanding how family background of education, one's own educational performance, and school engagement may enhance one's physical and mental health within an African American population. We consider several possible etiologic pathways that might explain the association between education and health. The first specific aim focuses on the relationship between educational achievement and adult health problems, taking into account socioeconomic resources during childhood, adolescence, and adulthood. The second aim examines the dynamic relationship across development between school performance and psychological well-being. The third aim examines the relationship between childhood school performance and attachment and later social integration and health. Finally, the fourth aim examines the bi-directionality of the relationship between education and health across generations and throughout the life course. We will employ multiple regression, survival analyses, and structural equation modeling for the analyses of these research questions.

描述（由申请人提供）：拟议研究的总体目的是检查可能的病因途径，以解释非洲裔美国人口中教育与健康之间的关联。该人口由1966年最初在芝加哥内城伍德劳恩（Woodlawn）上一年级的非洲裔美国成年人（n = 1242）组成。他们在一年级（1966年），三年级（1968年），1976年（1976年），1993 - 94年对他们进行了评估。他们目前正在42岁时再次接受采访。特别是，这项研究将调查教育绩效和成就与健康风险行为以及身体和心理健康成果如何相关。伍德劳恩（Woodlawn）的数据包括有关整个生活课程的教育绩效和成就的信息，以及有关健康风险行为的信息，例如香烟，酒精和吸毒，以及人生过程中同伙的身心健康状况。还收集了死亡率数据。我们专注于生活课程的发展框架，以了解教育家庭背景如何如何增强非裔美国人人口中的身体和心理健康。我们考虑了几种可能解释教育与健康之间关联的病因学途径。第一个具体目的侧重于教育成就与成人健康问题之间的关系，并考虑到儿童期，青春期和成年期的社会经济资源。第二个目标研究了学校表现与心理健康之间的发展之间的动态关系。第三目检查了儿童学校表现与依恋与后来的社会融合和健康之间的关系。最后，第四个目标研究了世代相传教育与健康之间以及整个生活过程中教育与健康之间关系的双向方向。我们将采用多个回归，生存分析和结构方程模型来分析这些研究问题。