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: 6805534
• 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/6805534
• 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，解释非裔美国人人群中教育与健康之间的关系。研究对象包括一组非裔美国成年人（N=1242），他们在1966年首次接受研究，当时他们在芝加哥内城社区伍德隆（Woodlawn）上一年级。他们分别在小学一年级（1966年）、小学三年级（1968年）、青少年时期（1976年）和1993- 1994年青年时期接受了评估；目前，他们在42岁时再次接受采访。特别是，本研究将调查教育成绩和成就与健康风险行为和身心健康结果之间的关系。Woodlawn的数据包括整个生命过程中的教育表现和成就信息，以及有关健康风险行为的信息，如吸烟、饮酒和吸毒，以及整个生命过程中队列的身心健康状况。还收集了死亡率数据。我们将重点放在生命历程发展框架上，以了解非裔美国人的家庭教育背景、个人自身的教育表现和学校参与如何增强一个人的身心健康。我们考虑了几种可能的病因途径来解释教育与健康之间的关系。第一个具体目标侧重于教育成就与成人健康问题之间的关系，同时考虑到儿童、青少年和成年期的社会经济资源。第二个目的是考察学校表现和心理健康之间的动态发展关系。第三个目的是研究儿童时期学校表现与依恋、后来的社会融合和健康之间的关系。最后，第四个目标考察教育与健康之间的双向关系，跨越几代人并贯穿整个生命历程。我们将采用多元回归、生存分析和结构方程模型来分析这些研究问题。