Multilevel Analysis of Child and Adolescent Subjective Well‐Being Across 14 Countries: Child‐ and Country‐Level Predictors

Newland, Lisa A.; Giger, Jarod T.; Lawler, Michael J.; Roh, Soonhee; Brockevelt, Barbara L.; Schweinle, Amy

doi:10.1111/cdev.13134

Cited by 79 publications

(105 citation statements)

References 69 publications

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“…In contrast, family, school and community significantly affect the levels of children's SWB (Lee and Yoo 2015). The second conclusion is, therefore, that most of the variation in child SWB seems to be explained by differences within countries rather than between countries (Lee and Yoo 2015; Bradshaw and Rees 2017;Klocke et al 2014;Moreno 2017;Looze et al 2018;Bradshaw 2015;Newland et al 2018). The third important conclusion is that the factors that explain this variation at the national level -that is, micro-(individual, home) and meso-level (school, community) factorsand their relative importance in the shaping of child SWB, vary considerably from country to country (Lee and Yoo 2015;Bradshaw and Rees 2017).…”

Section: Explaining Variation In Child Subjective Well-beingmentioning

confidence: 98%

“…& The quality of relationships between teachers and the student has been found to decrease with age (Bokhorst et al 2010;Demaray and Malecki 2003;Furman and Buhrmester 1992;García-Moya et al 2014). Positive relationships with teachers are related to higher child SWB (Cotterell and Cotterell 2007;García-Moya et al 2014;OECD 2017a;Moore et al 2018;Newland et al 2018;Danielsen et al 2011;Diseth and Samdal 2014), higher satisfaction with school (Samdal et al 1998), lower risk of initiation of health-risk behaviours (McNeely and Falci 2004;Moore et al 2018) and lower risk of mental health problems (Moore et al 2018). & Relationships with school peers are also important.…”

Section: School Lifementioning

confidence: 99%

“…Multiple aspects of these relationships are associated with children's SWB. These include number of friends, frequency of interactions, satisfaction with friendships, perceiving that friends care about oneself; friendship group shared attitudes such as hope and positivity; and, particularly, bullying (Chu et al 2010;Corsano et al 2006;Gilman and Huebner 2003;Goswami 2012;Marshall 2004;Oberle et al 2011;Proctor et al 2010;Rose et al 2014;Tiliouine 2015;Newland et al 2018). & The experience of bullying profoundly shapes children's experiences at school and it is of paramount importance to children's SWB.…”

Section: School Lifementioning

confidence: 99%

“…& Local area: Feeling safe, access to resources and social connectedness have been found to positively relate to subjective well-being (Eriksson et al 2011;Oberle et al 2011;Kaye-Tzadok et al 2017;Lee and Yoo 2015;Newland et al 2015;Lawler et al 2017;Newland et al 2018). & Health: Several health-related factors including physical fitness (positive association) and illness or disease (negative association) have been found to relate to children's LS (Marques et al 2017;Klocke et al 2014;Kleszczewska et al 2018;Haanpää et al 2018;Lew et al 2018).…”

Section: Other Factorsmentioning

confidence: 99%

See 3 more Smart Citations

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Marquez

Main

2020

Child Ind Res

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Our understanding of child subjective well-being and how to promote it has improved substantially over the last decade. In relation to the role of education policy in shaping subjective well-being, although valuable research has been conducted, many questions remain unanswered. This paper aims to fill this gap by studying the links between education policy and students' life satisfaction. We use linear and multilevel regression to analyse PISA 2015 data on 15-year-old students in 33 countries. Our interest is in within society differences and how these vary across societies. We find that (1) there is an association between multiple education policy-relevant factors and students' life satisfaction, which is particularly prominent-and observed in a larger number of countries-in the domains of family relationships, schoolwork-related anxiety and bullying. Our models explain between one-fifth and one-third of the variation in students' life satisfaction. Results also indicate that (2) schools may play an important role in shaping students' life satisfaction. This is supported by evidence that these associations tend to vary by school; by evidence on the existence of school effects in all countries but two; and by the finding that a proportion-substantial in some countriesof the variation in students' life satisfaction is explained by differences between schools. Finally, we find that (3) in relation to both questions, there are important differences across societies. Overall, these results provide evidence that an association between education policy and children's subjective well-being seems to exist but is of a complex nature.

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Section: Explaining Variation In Child Subjective Well-beingmentioning

confidence: 98%

Section: School Lifementioning

confidence: 99%

Section: School Lifementioning

confidence: 99%

Section: Other Factorsmentioning

confidence: 99%

See 2 more Smart Citations

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Marquez

Main

2020

Child Ind Res

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“…Within the school context, becoming a victim of bullying behavior has become an important risk factors for children's SWB (Turner et al 2014), general adjustment (Felix et al 2009), andlife satisfaction (MacDonald et al 2005;Martin and Huebner 2007;Proctor et al 2009;Valois et al 2006). The significance of the relationship between SWB and objective indicators has also been underscored (Bradshaw et al 2013), and points to the importance of country and cultural comparisons to explain differences across various SWB measures (Dinisman and Ben-Arieh 2015;Newland et al 2019). However, there is a dearth of research focusing on the negative consequences of objective and subjective domains of children's well-being using multilevel methods to account for differences between school experiences.…”

Section: Subjective Well-beingmentioning

confidence: 99%

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

et al. 2019

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Bullying at school represents a major challenge in different school cultural contexts. As a result, victims of bullying experience negative consequences that influence their daily life and personal well-being. School climate in particular is important to consider in the prevention of bullying and its consequences. However, few studies have examined the effects of bullying victimization on children's subjective well-being (SWB), using hierarchical analysis, in different cultural contexts. Therefore, the current study examined the role of bullying victimization and school climate on children's SWB in two different contexts, Chile and South Africa. The study forms part of and uses data from the Children's Worlds Study in these contexts. With a combined sample of 1829 children aged 12-years old, the data were analyzed using hierarchical linear modeling and structural equation modeling. The key findings indicate that bullying victimization was a significant predictor of children's SWB at the individual and school level (school climate) in Chile and South Africa. Further, a crosslevel interaction effect of school climate on the relationship between bullying victimization and SWB was found in Chile only. Mediational analysis demonstrated a good fit of the data for both countries, and indicated that bullying victimization had a direct effect on SWB, and an indirect effect through school climate. These results contribute to a better understanding of the role of school climate for bullying behavior, especially for victims. Schools represent an important institution, beyond the cultural context, that can help foster children's social development by promoting a positive school climate.

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Assessment of Factors Associated With Mental Well-Being Among Chinese Youths at Individual, School, and Province Levels

et al. 2023

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ImportanceAlthough rapid urbanization in China provided improved economic prosperity and educational opportunities, it was associated with increased internalizing and externalizing problems among youths, with negative outcomes for mental well-being. Previous studies suggested that factors in individual, school, and regional levels were associated with mental well-being, and comprehensively examining these factors may provide evidence for policies for improving youth mental health.ObjectiveTo investigate factors associated with mental well-being at individual, school, and province levels among Chinese youths.Design, Setting, and ParticipantsThis cross-sectional study analyzed nationally representative data collected December 1, 2021, to January 1, 2022, from schools in China. Among 435 schools, 144 institutions had primary school students, 107 institutions had middle school students, 95 institutions had primary and middle school students, and 89 institutions had high school students. A total of 398 520 students were included.ExposuresCharacteristics at individual, school, and province levels.Main outcomes and measuresThe main outcome was mental well-being, assessed by the Short Warwick-Edinburgh Mental Well-being Scale. Linear mixed-effects models were used to investigate individual, school, and regional disparities in mental well-being among youths.ResultsThere were 398 520 participants (194 460 females [48.80%]; mean [SD; range] age, 13.78 [2.40; 9-20] years). At the school level, 352 443 students (88.44%) were in public school and 291 354 students (73.11%) were in urban schools. Drinking (coefficient = −1.08; 95% CI, −1.12 to −1.05; P &lt; .001), smoking (coefficient = −0.89; 95% CI, −0.96 to −0.83; P &lt; .001), and increased age (coefficient per 1-year increase in age = −0.02; 95% CI, −0.03 to −0.01; P &lt; .001) were associated with worse mental well-being. Male sex (coefficient = 1.01; 95% CI, 0.98 to 1.04; P &lt; .001), being in a 1-child family (coefficient = 0.17; 95% CI, 0.13 to 0.20; P &lt; .001), being in the Han group (coefficient vs other ethnic groups = 0.20; 95% CI, 0.14 to 0.26; P &lt; .001), a higher frequency and coverage of psychological courses (eg, ≥2/wk for all students vs none: coefficient = 1.02; 95% CI, 0.36 to 1.69; P = .003), and a higher level of self-rated popularity in school (coefficient per 1-unit increase in score = 0.89; 95% CI, 0.88 to 0.89; P &lt; .001) were associated with improved mental well-being. However, age (eg, age and 1 courses/2 wk for all students: coefficient per 1-year increase in age = −0.047; 95% CI, −0.089 to −0.005; P = .03) and sex (eg, female sex and ≥2 courses/wk for some students: coefficient = −0.184; 95% CI, −0.323 to −0.046; P = .009) had interactions with the association between psychological courses and mental well-being.Conclusions and relevanceThis study found that social disparities in mental well-being existed and that various factors at different levels were associated with mental well-being among Chinese youths. These findings suggest that public mental health programs may be recommended for associated improvements in regional disparities in mental health resources.

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Multilevel Analysis of Child and Adolescent Subjective Well‐Being Across 14 Countries: Child‐ and Country‐Level Predictors

Cited by 79 publications

References 69 publications

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

Assessment of Factors Associated With Mental Well-Being Among Chinese Youths at Individual, School, and Province Levels

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