Students’ Participation in School and its Relationship with Antisocial Behavior, Academic Performance and Adolescent Well-Being

González, Constanza; Varela, Jorge J.; Sánchez, Paulina A.; Venegas, Francisca C.; Tezanos‐Pinto, Pablo De

doi:10.1007/s12187-020-09761-5

Cited by 30 publications

(24 citation statements)

References 57 publications

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“…In addition, the specificities associated with the different chronic conditions can affect the adolescent's participation in numerous activities, both inside and outside of the school context (Forgeron et al, 2010(Forgeron et al, , 2018Noonan et al, 2020). It should be noted that the student's participation tends to be associated with positive outcomes (González et al, 2021) and when school participation is reduced, this fact can lead to psychosocial losses for the adolescents (Allen et al, 2018;Bethell et al, 2012;Lum et al, 2019b;Santos et al, 2016a), which is in agreement with the results found in this study.…”

Section: Discussionsupporting

confidence: 89%

Chronic Conditions, School Participation and Quality of Life of Portuguese Adolescents: Highlights from the Health Behavior in School aged Children study - HBSC 2018

et al. 2021

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This study intends to analyze the influence that the health condition (with/without chronic condition (CC) and CC that affect/does not affect the school participation), the factors related to the school context (liking school, perception of school success, difficulties at school, relationship with peers and teachers) and the physical and psychological symptoms exert on the adolescents' quality of life (QoL). This work is part of the HBSC 2018 study and relies on the participation of 8215 students (52,6% female), aged between 10 and 22 years old (M=14.36 and SD=2.28). The results show that the adolescents with CC have more physical and psychological symptoms and a lower perception of QoL. Having a CC that does not affect school participation is associated with a better QoL. The students with CC that affect school participation like school less than the students with CC that does not affect school participation, perceive a lower academic success and a lower QoL, have more difficulties at school and present more physical and psychological symptoms. Liking school, having a better relationship with teachers and peers, a higher perception of school success, fewer difficulties at school and fewer physical and psychological symptoms is associated with a better QoL. These results underline the importance of school participation regarding the adolescents' well-being and QoL. More than having a CC, what causes a greater impact on the adolescents' QoL is the fact that this condition affects the school participation which reinforces the importance of promoting and ensuring the school participation of the students with CC.

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Section: Discussionsupporting

confidence: 89%

Chronic Conditions, School Participation and Quality of Life of Portuguese Adolescents: Highlights from the Health Behavior in School aged Children study - HBSC 2018

et al. 2021

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“…In line with previous studies and supporting theoretical expectations based on self-determination theory, school grades seem to be positively linked to children's life evaluations (e.g. Edgar et al, 2015;González et al, 2020;Ng et al, 2015;Reysen et al, 2017). Similar to studies in other countries, for example, the United States (e.g.…”

Section: Discussionsupporting

confidence: 88%

“…To investigate the effect of early educational achievement on life satisfaction in children, empirical studies mainly focus on academic competencies and school grades (e.g. Edgar et al, 2015;González et al, 2020;Rathmann et al, 2018;Suldo et al, 2008). Both concepts indicate one's performance in school, are related to predefined goals within educational settings and directly refer to the whole process of schooling .…”

Section: Introductionmentioning

confidence: 99%

The causal effect of education on health: A consideration of methodological challenges, mediating effects, and variation by age

Kroh¹

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Individuals with lower levels of education show significantly lower levels of life expectancy, are more likely to be physical or mental ill, have higher probabilities of suffering from chronic diseases, and show higher rates of functional limitations and disabilities. However, although there is a wide range of empirical literature showing these associations, the causality of the relationship between education and health is still under discussion. Methodological challenges, scarce evidence for some of the mechanisms linking education to health, and a strong focus on the adult population still render it unclear whether education in general influences health and which mechanisms are predominantly responsible. Hence, this cumulative dissertation project examines the causal effect of education on health in different age groups, considers rarely observed mechanisms, and takes into account methodological challenges in three self-contained articles. Despite the empirical chapters of this thesis, it also provides an overview article (Chapter 1), which derives the main research questions of the project, presents a detailed theoretical model bringing together economic, sociological, and psychological theories, contains a comprehensive overview of the state of research, highlights the main contribution of the conducted research, describes the research designs, and summarizes the main findings and draw a conclusion. The first empirical article (Chapter 2) examines whether education in terms of its impact on individual skills and knowledge and education-related feedback affects children and adolescent mental health. Using fixed-effects panel regression models, this article firstly eliminates time-constant confounding factors and shows that school grades are highly important for children’s and adolescents’ life satisfaction approximating their mental health, but academic competence levels only affect specific subgroups. In the second empirical article (Chapter 3), my coauthor and I investigate whether social relationships contribute as a mechanism to the effect of education on health in adults aged between 30 and 60. By implementing a causally driven mediation analysis, we show that the overall level of social integration especially the number of close friends and relatives outside the household and active membership in a voluntary association explain some part of the effect. This article also highlights that although social relationships appear to mediate the effect of education on mental health, they do not play a similar role in the relationship between education and individual global health status. The third empirical article (Chapter 4) analyzes the effect of education on various health-related outcomes in older adults. Using an instrumental variable approach following a more sophisticated implementation strategy compared to prior research, this study addresses the effect of the expansion of compulsory schooling on individuals’ global health status, physical constitution, smoking behavior, alcohol consumption patterns, and physical activity levels. Results, however, indicate that, except for regular alcohol consumption, education does not causally affect the health outcomes considered. In summary, the results of this thesis contribute to the wide literature addressing the relationship between education and health by highlighting the relevance of education-related aspects to children’s and adolescents mental health, the mediating role of social relationships in middle-aged adults, and the lack of a causal effect of the expansion of compulsory schooling on health-related behavior and health status in older adults.

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“…Consequently, there is a lack of evidence on how PFS may be linked to protective traits and positive outcomes like psychological resilience, academic performance, and prosocial behavior (such as involvement in group-based activities and their relationships with peers and teachers). As there is ample literature in developed contexts demonstrating the direct relationship of resilience, academic achievement, and prosocial skills with students' overall well-being (Zhao et al, 2020;González et al, 2021), it is important to understand how and to what degree PFS may affect differences in these outcomes for disadvantaged student populations.…”

Section: Introductionmentioning

confidence: 99%

The Role of Family Support in the Developmental Outcomes of Rural Students in China: A Mediation Analysis

Abbey

Xue

Barket

et al. 2022

Preprint

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This study investigated the association between household characteristics, perceived family support (PFS), and the developmental outcomes (resilience, academic performance, and prosociality) among at-risk students. Our large sample included 1564 primary and secondary school students from poor rural China (M = 11.55 years old). Having a caregiver whose resilience score was in the top 50% of the sample was associated with a 0.48-point increase (or 0.31 d effect size), while having a migrant mother was correlated with a 0.26-point decrease (or 0.17 d effect size). PFS was a significant (p<0.0001) mediator between household characteristics and developmental outcomes. Our study highlights the link between caregiver resilience and PFS, and the healthy functioning of disadvantaged students in a developing context.

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Students’ Participation in School and its Relationship with Antisocial Behavior, Academic Performance and Adolescent Well-Being

Cited by 30 publications

References 57 publications

Chronic Conditions, School Participation and Quality of Life of Portuguese Adolescents: Highlights from the Health Behavior in School aged Children study - HBSC 2018

Chronic Conditions, School Participation and Quality of Life of Portuguese Adolescents: Highlights from the Health Behavior in School aged Children study - HBSC 2018

The causal effect of education on health: A consideration of methodological challenges, mediating effects, and variation by age

The Role of Family Support in the Developmental Outcomes of Rural Students in China: A Mediation Analysis

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