School wellbeing among children in grades 1 - 10

BMC Public Health

Research Article

Lars J Vatten¹  Audhild Løhre¹  Stian Lydersen² 

[1] Department of Public Health, Faculty of Medicine, Norwegian University of Science and Technology, Trondheim, Norway;Unit for Applied Clinical Research, Department of Cancer Research and Molecular Medicine, Faculty of Medicine, Norwegian University of Science and Technology, Trondheim, Norway;

关键词: Response Option;    Multivariable Analysis;    School Grade;    Good Friend;    School Nurse;   

DOI  :  10.1186/1471-2458-10-526

 received in 2010-01-14, accepted in 2010-09-01,  发布年份 2010

来源: Springer

【 摘 要 】

BackgroundDeterminants of children's school wellbeing have not been extensively studied. In this cross-sectional study of school children we assessed how factors assumed to promote wellbeing and factors assumed to adversely influence wellbeing were associated with self-reported wellbeing in school.MethodsChildren from five schools, 230 boys and 189 girls in grades 1-10, responded to the same set of questions. We used proportional odds logistic regression to assess the associations of promoting and restraining factors with school wellbeing.ResultsIn a multivariable analysis, degree of school wellbeing in boys was strongly and positively related to enjoying school work (odds ratio, 3.84, 95% CI 2.38 to 6.22) and receiving necessary help (odds ratio, 3.55, 95% CI 2.17 to 5.80) from teachers. In girls, being bothered during lessons was strongly and negatively associated with school wellbeing (odds ratio, 0.43, 95% CI 0.22 to 0.85).ConclusionsDifferent factors may determine school wellbeing in boys and girls, but for both genders, factors relevant for lessons may be more important than factors related to recess. Especially in boys, the student-teacher relationship may be of particular importance.

【 授权许可】

CC BY   
© Løhre et al; licensee BioMed Central Ltd. 2010