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Leow T, Li WW, Miller DJ, McDermott B. Prevalence of university non-continuation and mental health conditions, and effect of mental health conditions on non-continuation: a systematic review and meta-analysis. J Ment Health 2024:1-16. [PMID: 38588717 DOI: 10.1080/09638237.2024.2332812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 02/15/2024] [Indexed: 04/10/2024]
Abstract
BACKGROUND University non-continuation, also termed as university dropout in literature, is a concern for institutions. Elevated stress levels, mental distress, and psychiatric issues affect academic performance and thus may contribute to non-continuation. There is a lack of systematic reviews exploring the link between mental health and university non-continuation. AIM This systematic review aims to bridge this gap, by investigating the prevalence of non-continuation and mental health conditions among university students, and the impact of mental health on university non-continuation. METHODS Following PRISMA guidelines this review synthesized data from 67 studies, utilising both narrative synthesis and meta-analytic techniques. RESULTS The results revealed that the included studies reported a range of university non-continuation rates (5.9% to 43.6%) with a pooled prevalence of 17.9%, 95% CI [14.2%, 22.3%]. The prevalence of mental health concerns among students varied widely (2.2% to 83.6%), with a pooled prevalence of 26.3%, 95% CI [16.0%, 40.0%]. Depression, OR = 1.143 (95% CI [1.086, 1.203] p<.001), stress, OR = 1.413 (95% CI [1.106, 1.805], p=.006), and other mental health conditions, OR = 1.266 (95% CI [1.133, 1.414], p<.001), were associated with higher non-continuation. CONCLUSION Some mental health conditions elevate non-continuation risks, and addressing mental health may enhance student retention in higher education.
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Affiliation(s)
- Timothy Leow
- Department of Psychology, James Cook University, Townsville, Australia
- Mental Health Service Group, Townsville Hospital and Health Service, Townsville, Australia
| | - Wendy Wen Li
- Department of Psychology, James Cook University, Townsville, Australia
| | - Dan J Miller
- Department of Psychology, James Cook University, Townsville, Australia
| | - Brett McDermott
- Department of Psychology, James Cook University, Townsville, Australia
- Department of Medicine, Tasmanian Centre for Mental Health Service Innovation, Townsville, Australia
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Single A, Alcolado G, Keough MT, Mota N. Cannabis use and social anxiety disorder in emerging adulthood: Results from a nationally representative sample. J Anxiety Disord 2024; 101:102808. [PMID: 38061325 DOI: 10.1016/j.janxdis.2023.102808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 11/06/2023] [Accepted: 12/01/2023] [Indexed: 01/17/2024]
Abstract
Cannabis use and social anxiety disorder (SAD) are prevalent during emerging adulthood. Previous work has demonstrated that SAD is related to cannabis use in adults; however, less is known about what correlates relate to this association in emerging adults. A subsample of individuals ages 18-25 years old from the NESARC-III (N = 5194) was used to (a) evaluate the association between cannabis use and SAD and (b) examine what correlates may be associated with cannabis use and SAD in emerging adulthood. Weighted cross-tabulations assessed sociodemographics and lifetime psychiatric disorder prevalence estimates among the emerging adult sample. Multinomial logistic regressions examined associations between sociodemographics and psychiatric disorders and four groups (i.e., no cannabis use or SAD; cannabis use only; SAD only; cannabis use + SAD). The prevalence of co-occurring cannabis use and SAD was 1.10%. Being White, a part-time student, or not a student were associated with increased odds of having co-occurring cannabis use + SAD (OR range: 2.26-3.09). Significant associations also emerged between major depressive disorder, bipolar I disorder, generalized anxiety disorder, specific phobia, agoraphobia, and panic disorder and co-occurring cannabis use + SAD (AOR range: 3.03-19.05). Results of this study may have implications for better identifying and screening emerging adults who are at risk of co-occurring cannabis use and SAD.
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Affiliation(s)
- Alanna Single
- Department of Psychology, University of Manitoba, 190 Dysart Road, Winnipeg, Manitoba R3T 2N2, Canada.
| | - Gillian Alcolado
- Department of Clinical Health Psychology, University of Manitoba, 771 Bannatyne Avenue, Winnipeg, Manitoba R3E 3N4, Canada
| | - Matthew T Keough
- Department of Psychology, York University, 4700 Keele St., North York, Ontario M3J 1P3, Canada
| | - Natalie Mota
- Department of Clinical Health Psychology, University of Manitoba, 771 Bannatyne Avenue, Winnipeg, Manitoba R3E 3N4, Canada
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Anttila S, Lindfors H, Hirvonen R, Määttä S, Kiuru N. Dropout intentions in secondary education: Student temperament and achievement motivation as antecedents. J Adolesc 2023; 95:248-263. [PMID: 36325721 DOI: 10.1002/jad.12110] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 09/03/2022] [Accepted: 09/25/2022] [Indexed: 11/06/2022]
Abstract
INTRODUCTION As early school leaving and dropping out from education pose a challenge for later life adjustment, it is important to identify antecedent factors for the risk of school dropout to tailor individual support for adolescents. Consequently, this study examines the role of adolescents' motivational beliefs and behaviors (i.e., success expectations, planning, and task-avoidance) as well as their temperament (i.e., extraversion/surgency, negative affectivity, effortful control, and affiliativeness) in their dropout intentions in the first year of upper secondary education. METHODS Participants were Finnish adolescents' (n = 536; 57% girls, mean age 12.39 at outset, standard deviation = 0.35) and their motivational beliefs and behaviors were measured in Grades 6 and 9. Their temperament was also measured in Grade 9. As for dropout intentions, they were measured in upper secondary education. The effects of gender, academic achievement, task value, and educational track were controlled for in the analyses. RESULTS The results of latent growth modeling showed that, of motivational beliefs and behaviors, high success expectations and low task avoidance independently predicted lower dropout intentions. Success expectations in Grade 6 also mediated the effects of extraversion/surgency, negative affectivity and effortful control on subsequent school dropout intentions, whereas an increase in task avoidance in lower secondary school was a mediator between extraversion/surgency and dropout intentions. CONCLUSIONS Our study provides novel understanding about how temperament is linked with motivational beliefs and behaviors and what roles they together play in subsequent school dropout intentions. Supporting students with different temperaments and achievement motivations would be important to prevent adverse consequences for both the individual and society.
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Affiliation(s)
- Satu Anttila
- Department of Psychology, University of Jyvaskyla, Jyväskylä, Finland
| | - Heidi Lindfors
- Department of Psychology, University of Jyvaskyla, Jyväskylä, Finland
| | - Riikka Hirvonen
- School of Applied Educational Science and Teacher Education, University of Eastern Finland, Kuopio, Finland
| | - Sami Määttä
- Department of Psychology, University of Jyvaskyla, Jyväskylä, Finland
| | - Noona Kiuru
- Department of Psychology, University of Jyvaskyla, Jyväskylä, Finland
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Fletcher-Hildebrand S, Williamson L, Lawson K, Dell C. Remotely and collaboratively evaluating a campus-based therapy dog program during the COVID-19 pandemic. EVALUATION AND PROGRAM PLANNING 2023; 98:102239. [PMID: 37086706 PMCID: PMC9841739 DOI: 10.1016/j.evalprogplan.2023.102239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/18/2021] [Revised: 12/07/2022] [Accepted: 01/15/2023] [Indexed: 05/03/2023]
Abstract
The COVID-19 pandemic adversely affected the wellbeing of university students and adults in general, emphasizing the need for mental health programming that was compliant with physical distancing mandates. The present evaluation investigated mental health and social connection within the context of COVID-19 by remotely evaluating a virtual animal-assisted activity at the University of Saskatchewan - PAWS Your Stress. The purpose of this article is to outline our evaluation methods and findings, while calling specific attention to the collaborative strategies that were implemented within a remote, time-sensitive context. The evaluation findings revealed that remote animal-assisted programming can facilitate connections with humans and animals, and promote multiple mental health benefits, despite the lack of physical interaction with the animals. Our lessons learned indicate that remote program logic modelling workshops are feasible when suited to audience demographics. Further, our experience suggests that the Most Significant Change technique (a qualitative, participatory, storytelling method that elicits outcome data) can be useful in time-restricted evaluations, and the necessity of central steps in the process may vary depending on evaluation goals. This project has implications for future evaluation work, by demonstrating the effective use of remote methods that allowed for successful stakeholder collaboration.
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Affiliation(s)
| | - Linzi Williamson
- University of Saskatchewan, Room 191, 9 Campus Drive, Saskatoon, Saskatchewan S7N 5A5, Canada
| | - Karen Lawson
- University of Saskatchewan, Room 154, 9 Campus Drive, Saskatoon, Saskatchewan S7N 5A5, Canada
| | - Colleen Dell
- University of Saskatchewan, Room 1109, 9 Campus Drive, Saskatoon, Saskatchewan S7N 5A5, Canada
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Lawrence KC, Adebowale TA. Adolescence dropout risk predictors: Family structure, mental health, and self-esteem. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:120-136. [PMID: 35615901 DOI: 10.1002/jcop.22884] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 05/03/2022] [Accepted: 05/13/2022] [Indexed: 06/15/2023]
Abstract
This study investigated the predictive roles of family structure, mental health, and self-esteem in dropout risk among school-going adolescents in the Ibadan Municipality of Oyo State, Nigeria. A quantitative research design approach was adopted. A total of 287 school-going adolescents with consistent record of absenteeism were randomly selected from 14 schools in the Ibadan Municipality. A single adapted questionnaire divided into sections was used to collect data. The hypotheses raised were tested using the Pearson's product-moment correlation and multiple regression analysis. The study established that the relationship between dropout risk, lack of family structure (r = 0.491, n = 287, p < 0.05), mental health (r = 0.373, n = 287, p < 0.05), and self-esteem (r = 0.428, n = 287, p < 0.05) of the participants was significant. Furthermore, the joint influence of the predictive variables (family structure, mental health, and self-esteem) was also significant on dropout risk (R = 0.489, adjusted R2 of 0.398). The study concludes that dropout risk among school-going adolescents can be safeguarded with factors such as family structure, mental health, and self-esteem as guided against. Hence, the family structure, mental health, and self-esteem are very crucial if the upsurge of school dropout that is bedeviling the society will be reduced to bearable level or eradicated.
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Affiliation(s)
| | - Titilola A Adebowale
- Department of Social Work, Faculty of Education, University of Ibadan, Ibadan, Nigeria
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Ramsdal GH, Wynn R. Theoretical Basis for a Group Intervention Aimed at Preventing High School Dropout: The Case of 'Guttas Campus'. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:17025. [PMID: 36554904 PMCID: PMC9779275 DOI: 10.3390/ijerph192417025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 12/12/2022] [Accepted: 12/16/2022] [Indexed: 06/17/2023]
Abstract
School dropout may have important negative consequences for the individual as well as for society. It is therefore important to help students stay in school. Group interventions have been developed to reduce dropout, but the theoretical underpinnings of such programs are not always obvious. This study focuses on the Norwegian dropout-prevention program named 'Guttas Campus' (The Boys' Camp). We draw on published and unpublished research, other sources of written information, discussions with stakeholders, and direct observation of the intervention, to identify central theories that form the basis of the intervention. These theories are briefly presented, and the impact of the ideas on the intervention is analysed.
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Affiliation(s)
- Gro Hilde Ramsdal
- Department of Social Education, Faculty of Health Sciences, UiT The Arctic University of Norway, 9404 Harstad, Norway
| | - Rolf Wynn
- Department of Clinical Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, 9038 Tromsø, Norway
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Chen S, Wang Y, Zhu L, Gan Y, Dong D. Factors associated with the psychological quality of life among adolescents with rare diseases in China: a national repetitive cross-sectional study. Soc Psychiatry Psychiatr Epidemiol 2022; 57:1723-1726. [PMID: 35403898 DOI: 10.1007/s00127-022-02286-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Accepted: 03/31/2022] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To explore the factors associated with the psychosocial quality of life (QoL) among adolescents with rare diseases (RDs). METHODS We used cross-sectional design to collect data in February 2016 and February 2018, respectively, in China through a structured questionnaire. Those included in the study were adolescents aged between 10 and 18 who had a doctor-diagnosed RD. Multivariable linear regression was used to identify the predictors associated with psychosocial QoL among adolescents with RDs. RESULTS The study included 737 adolescents (28.4% girls). The mean score of their psychological QoL was 43.79 (SD = 20.44). Multivariable linear regression analysis suggests that girls had a lower psychological QoL than boys (adjusted coefficient = -1.87, 95% CI = [-3.53, -0.21]); and receiving an education (adjusted coefficient = 6.53, 95% CI = [4.47, 8.33]), living with parents (adjusted coefficient = 6.45, 95% CI = [3.94, 8.97]), and physical function (adjusted coefficient = 0.53, 95% CI = [0.49, 0.56]) were positively associated with psychological QoL. CONCLUSION This study reveals the status of psychological QoL among adolescents with RDs. The evidence provided can increase our understanding of the factors associated with psychological QoL among adolescents with RDs and can help formulate policies and put concrete actions into practice.
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Affiliation(s)
- Shanquan Chen
- Department of Psychiatry, University of Cambridge, Cambridge, CB2 0SZ, UK
| | - Yuqi Wang
- Department of Mathematics, Imperial College London, London, SW7 2BX, UK
| | - Liling Zhu
- Jockey Club School of Public Health and Primary Care, Chinese University of Hong Kong, Hong Kong, China
| | - Yong Gan
- Department of Social Medicine and Health Management, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Dong Dong
- Jockey Club School of Public Health and Primary Care, Chinese University of Hong Kong, Hong Kong, China.
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Limone P, Toto GA. Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review. Front Psychol 2022; 13:914063. [PMID: 35756299 PMCID: PMC9218469 DOI: 10.3389/fpsyg.2022.914063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 05/16/2022] [Indexed: 11/13/2022] Open
Abstract
Physical, socio-economic, cultural and mental challenges faced by students have been associated with adverse impacts on school wellbeing, resulting in increased school dropout and deviant behaviour. This systematic review has analysed the present knowledge on factors associated with school dropouts to identify psychological interventions for promoting school wellbeing. A systematic search was done of the ScienceDirect, APA PsycINFO, Emerald and Google Scholar electronic databases. A hand-search was also done of the reference list of the included studies. The initial search resulted in 448 studies, and the search of the references list of the considered studies resulted in 28 more articles. The application of the eligibility criteria resulted in the inclusion of 38 studies in the review. The study established several factors associated with school dropouts and social deviance, such as school climate, school structure, and those defining social interaction among students. Mental and emotional health was identified as the main factor influencing school dropout and social deviance. A positive school climate should be the primary consideration for promoting school wellbeing. School administrations, teachers, and parents should collaborate to positively improve conditions in schools.
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Affiliation(s)
- Pierpaolo Limone
- Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Italy
| | - Giusi Antonia Toto
- Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Italy
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Askeland KG, Bøe T, Sivertsen B, Linton SJ, Heradstveit O, Nilsen SA, Hysing M. Association of Depressive Symptoms in Late Adolescence and School Dropout. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09522-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
AbstractThe present study investigated the association between symptoms of depression in late adolescence and completion of upper secondary school, taking symptoms of ADHD and conduct disorder, and parental education into account. The study is based on the youth@hordaland-survey, conducted in Western Norway in 2012. A total of 9157 adolescents (aged 16–19 years, 53% girls) consented to participation and registry linkage and comprised the sample of the present study. Symptoms of depression, ADHD, and conduct disorder were based on adolescent self-report. Information on parental education, grade point average (GPA), and upper secondary school completion was retrieved from the National Education Database. In the sample, 14.8% had not completed upper secondary education within 5 years. Symptoms of depression were associated with higher odds of failure to graduate within 5 years (adjusted odds ratio (AOR) = 1.50). The association was attenuated but remained significant when adjusting for symptoms of ADHD, conduct disorder, and parental education. Adolescents reporting high levels of both depression and conduct disorder had the highest odds of dropout (AOR = 4.15). GPA partially mediated the association between symptoms of depression and dropout. The results show a consistent, but small association between symptoms of depression in late adolescence and failure to complete upper secondary education within five years. Given the high rate of depressive symptoms in the adolescent population, it is important to identify protective factors that promote school functioning and graduation for adolescents experiencing such symptoms.
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Lindhardt L, Storebø OJ, Bruun LS, Simonsen E, Mortensen OS. “ Psychosis among the disconnected youth: a systematic review.”. COGENT PSYCHOLOGY 2022. [DOI: 10.1080/23311908.2022.2056306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Affiliation(s)
- Line Lindhardt
- Early Psychosis Intervention Center, Mental Health Services East, Region Zealand Denmark
| | - Ole Jakob Storebø
- Psychiatric Research Unit, Psychiatry Region Zealand, Slagelse, Denmark
- Department of Psychology, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
| | - Laura Staxen Bruun
- Early Psychosis Intervention Center, Mental Health Services East, Region Zealand Denmark
| | - Erik Simonsen
- Psychiatric Research Unit, Psychiatry Region Zealand, Slagelse, Denmark
- Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Ole Steen Mortensen
- Section of Social Medicine, Department of Public Health, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
- Department of Occupational and Social Medicine, Holbaek Hospital, Denmark
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Attachment and School Completion: Understanding Young People Who Have Dropped Out of High School and Important Factors in Their Re-Enrollment. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073938. [PMID: 35409628 PMCID: PMC8997559 DOI: 10.3390/ijerph19073938] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Revised: 03/20/2022] [Accepted: 03/22/2022] [Indexed: 11/22/2022]
Abstract
When students drop out of high school, this is often negative for their development as well as for society, as those who drop out have an increased risk of unemployment, health problems, and social problems. The aim of the present study was to synthesize knowledge regarding processes related to school dropout in general and school re-enrollment in particular. We performed a narrative review of the literature, focusing on Norwegian and Nordic studies, but we also included studies from other countries when relevant. We discussed the findings in relation to attachment theory and our own research on the topic. As a result, we identified five main challenges to upholding education-related goals in long-term dropout processes: lack of relatedness, overchallenged self-regulation capacity, compensating for a history of failure, wounded learner identities, and coping with prolonged stress. In conclusion, the identified challenges converged on the importance of belonging and social support. The prerequisite for addressing the challenges seemed to be the establishment of a trustful relationship between the students who have dropped out and at least one teacher, and preferably also with other supportive adults. These relationships may provide sufficient social support and aid the students’ motivation to complete school.
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12
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Lindhardt L, Nilsson LS, Munk-Jørgensen P, Mortensen OS, Simonsen E, Nordgaard J. Unrecognized schizophrenia spectrum and other mental disorders in youth disconnected from education and work-life. Front Psychiatry 2022; 13:1015616. [PMID: 36386963 PMCID: PMC9645021 DOI: 10.3389/fpsyt.2022.1015616] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 09/30/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Schizophrenia spectrum disorders typically emerge during adolescence or early adulthood. Often the symptomatology is vague initially, while a marked functional decline and social withdrawal can be seen. A group of young people with such social and functional impairments is the so-called "Not in Education, Employment or Training" (NEET), i.e., a youth population that is socially disconnected from education and work-life. Despite the NEET group's disconnection from important parts of social life and a rising concern of an intersection with mental health problems, a psychopathological perspective on the problems experienced by this group remains underexplored. AIM To examine a NEET sample for psychopathology and if relevant allocate psychiatric diagnoses. METHODS We performed an interview study comprising 40 participants from youth job-counseling services. All underwent a comprehensive psychiatric evaluation. Inclusion criteria were 18-29 years of age and a welfare benefit history of minimum 6 months. RESULTS Diagnostic criteria of any mental disorder were fulfilled by 95% of the sample; half of whom were diagnosed with a schizophrenia spectrum disorder. The participants with schizophrenia spectrum disorders had lower global functioning, were more often in contact with the mental health services and had higher PANSS and Examination of Anomalous Self-Experiences (EASE) scores compared to those with non-schizophrenia spectrum disorders. The participants fulfilling the criteria for schizophrenia spectrum disorders had lower EASE and PANSS scores than usually reported in the literature, suggesting more "symptom-poor" presentations. CONCLUSION Psychiatric illness and particularly schizophrenia spectrum disorders affecting social interaction and the ability to take part in educational and work-life were grossly overrepresented in the NEET sample. Our findings suggest that pronounced social disconnection in youth in and of itself should lead to suspect the presence of a severe mental disorder.
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Affiliation(s)
- Line Lindhardt
- Early Psychosis Intervention Center, Mental Health Services East, Psychiatry Region Zealand, Roskilde, Denmark
| | - Lars Siersbæk Nilsson
- Mental Health Center Amager, Mental Health Services Capital Region of Denmark, Copenhagen, Denmark
| | | | - Ole Steen Mortensen
- Department of Occupational and Social Medicine, Holbæk Hospital, Holbæk, Denmark.,Department of Public Health, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Erik Simonsen
- Mental Health Services East, Copenhagen University Hospital, Psychiatry Region Zealand, Roskilde, Denmark.,Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Julie Nordgaard
- Mental Health Center Amager, Mental Health Services Capital Region of Denmark, Copenhagen, Denmark.,Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark
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Sánchez-Cardona I, Pedrogo CP, Lopez-Torres S, Sánchez-Cesáreo M. Vulnerabilities and academic outcomes among students in Puerto Rico. PREVENTING SCHOOL FAILURE : ALTERNATIVE EDUCATION FOR CHILDREN AND YOUTH 2021; 66:77-88. [PMID: 35273446 PMCID: PMC8902615 DOI: 10.1080/1045988x.2021.1972920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Violence and health inequalities impact the academic outcomes of students, especially among minority groups. This study examines the differences in grade retention and dropout intentions with respect to exposure to violence and to mental health (anxiety, depression, and trauma) among youth living in Puerto Rico. Data from 566 students of fifth to twelfth grade in Puerto Rico were collected as part of a school-based service program. A two-way ANOVA showed no significant differences in exposure to violence and mental health among students with and without a history of grade retention. However, students who reported dropout intentions showed higher exposure to violence and mental health issues. These results highlight the value of assessing mental health and contextual indicators in designing interventions to prevent adverse academic outcomes in vulnerable populations.
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Affiliation(s)
| | - Coralee Pérez Pedrogo
- Carlos Albizu University, San Juan, Puerto Rico
- University of Puerto Rico, San Juan, Puerto Rico
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Simonsen IE, Rundmo T. The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-020-09595-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.
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