Examining the psychological and social impact of relative age in primary school children: a cross‐sectional survey

Price, Anna; Allen, Karen; Ukoumunne, Obioha C; Hayes, Rachel; Ford, Tamsin

doi:10.1111/cch.12479

Cited by 13 publications

(11 citation statements)

References 40 publications

(61 reference statements)

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“…Some studies established relationships between age and happiness in general and based on early trauma and stressful events experienced throughout life. Some studies found no significant difference in the happiness levels between children, adolescents, and adults [ 10 , 76 ]. Another study showed individual happiness determined by age and found a U-shaped relationship between age and happiness [ 77 ].…”

Section: Resultsmentioning

confidence: 99%

Health, Hope, and Harmony: A Systematic Review of the Determinants of Happiness across Cultures and Countries

Singh

Kshtriya

Valk

2023

IJERPH

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The aim of this study was to review the literature on what constitutes happiness across cultures and countries to advance scholarly knowledge on the happiness construct. A systematic review was conducted to examine the determinants of happiness in samples across cultures and countries. Five different databases, including APA PsycNet, EBSCO-Academic, EBSCO-Business, Project MUSE, and Google Scholar, grey literature, and in-text references from relevant review articles were used. A total of 155 articles were included in the review, encompassing studies from over 100 countries and 44 cultures. Myriad determinants of happiness were found that were placed into three broad categories labeled Health, Hope, and Harmony. The predominant happiness determinants were mental, emotional, and physical well-being, a purposeful holistic work–life balance, nurturing social relationships, caring for self and others, and being in harmony with one’s culture, traditions, community, religion, and environment. This study engendered an “Integrated Model of the Determinants of Happiness” to provide a universally applicable conceptualization of the happiness construct. By examining studies on determinants of happiness across the globe in the past 90 years, this review uncovered that happiness constitutes multiple determinants that fall under three major categories: ‘Health’, ‘Hope’, and ‘Harmony.’

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Section: Resultsmentioning

confidence: 99%

Health, Hope, and Harmony: A Systematic Review of the Determinants of Happiness across Cultures and Countries

Singh

Kshtriya

Valk

2023

IJERPH

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“…This was dichotomized, comparing children from the most deprived bottom two decile-based categories with those from the higher 8 categories. We also used the child's relative age in the year group, as this is associated with mental health and SEN in this and other samples; relative maturity correlating with better mental health and educational adjustment (Goodman, Gledhill, & Ford, 2003;Price, Allen, Ukoumunne, Hayes, & Ford, 2017). Relative age was used as a continuous variable with zero being the youngest possible for the year group and one being the eldest.…”

Section: Demographic Characteristicsmentioning

confidence: 99%

Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD

May

Ford

Janssens

et al. 2020

Brit J of Edu Psychol

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Background. Among children aged 6-16, there is a clear association between attention-deficit/hyperactivity disorder (ADHD) symptoms and academic attainment. We wanted to know whether this association was replicated in younger children. Aims. To explore the relationship between children aged 4-8 with probable ADHD and their academic attainment and school attendance. Secondly, the study aimed to explore their behaviour within school and their reported attitudes towards school. Sample. A total of 1,152 children who were taking part in the Supporting Teachers and Children in Schools (STARS) cluster randomized controlled trial. Methods. ADHD status was established by using the Strengths and Difficulties Questionnaire predictive algorithm to identify children with probable ADHD. Using baseline data, random-effects regression models on ADHD status were fitted to attainment, attendance, special educational needs (SEN) provision, and attitudes towards school and classroom behaviour; models that were also fitted to attainment were evaluated again at 9, 18, and 30 months after baseline. Results. Children with probable ADHD (n = 47) were more likely than controls (n = 1,105) to have below-expected attainment in literacy (odds ratio (OR) 16.7, 95% CI 6.93-to-40.1), numeracy (OR 11.3, 95% CI 5.34-to-24.1) and to be identified as having SEN (OR-55.2, 95%-CI 22.1-to-137). Their attendance was poorer with more unauthorized absences (rate ratio (RR)-1.91, 95%-CI-1.57-to-2.31). They had more teacherreported behavioural problems (mean difference (MD) 5.0, 95%-CI 4.6-to-5.4) and less This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…Children aged 8 in the school setting scored themselves as happier than children aged 5 in the preschool ( d = 0.488; p = 0.007). The age variable has previously not been reported as a significant predictor of the total score [ 13 , 59 ].…”

Section: Discussionmentioning

confidence: 99%

“…Siblings reported slightly increased perceived happiness after the intervention, although the difference was not statistically significant [ 58 ]. Furthermore, the HIFAMS has been used to compare relative differences for children born at different time points during the year [ 59 ]. Children with suspected Attention deficit hyperactivity disorder (ADHD) ( n = 47) have also been reported to have significantly lower HIFAMS scores than their peers (mean difference −1.2, 95% CI = [−0.5, −1.8]; p = 0.001) [ 57 ].…”

Section: Introductionmentioning

confidence: 99%

How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden

Riad

Westling

Siljehag

et al. 2021

IJERPH

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The well-being of children has received increasing attention in recent years. Nevertheless, we lack adequate brief self-report tools that enable us to consider young children’s well-being in policy evaluations and educational research. This study describes the adaptation and first validation of the Swedish version of How I Feel About My School (HIFAMS), a subjective well-being questionnaire suitable for children aged 4 to 12 years, which was originally developed in the United Kingdom (UK). Descriptive statistics with analysis of psychometric properties and confirmatory factor analysis (CFA) are based on the perceived well-being of 228 children in preschool and school aged 5 to 8 years old. The CFA endorsed a good fit to a one-factor model, and the scale showed moderate internal consistency (rα = 0.63). The results are largely in line with the findings of the original HIFAMS. We conclude that the Swedish version can be applied in early preschool/school settings and could provide first-hand information about children’s well-being from the first years of education until elementary school grades. Practitioners in early education settings might benefit from HIFAMS assessments when seeking to understand children’s current well-being to provide support to children with special educational needs or children at risk for mental health issues. Researchers could use the HIFAMS to standardize child well-being evaluations in policy evaluations and interventional studies.

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Examining the psychological and social impact of relative age in primary school children: a cross‐sectional survey

Abstract: For children with complex difficulties, being relatively young for their school year may be an additional stressor that may undermine mental health.

Cited by 13 publications

References 40 publications

Health, Hope, and Harmony: A Systematic Review of the Determinants of Happiness across Cultures and Countries

Health, Hope, and Harmony: A Systematic Review of the Determinants of Happiness across Cultures and Countries

Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD

How I Feel About My School—Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden

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