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Tytuł pozycji:

The Role of Academic Achievement in the Relationship between School Ethos and Adolescent Distress and Aggression : A Study of Ninth Grade Students in the Segregated School Landscape of Stockholm

Tytuł :
The Role of Academic Achievement in the Relationship between School Ethos and Adolescent Distress and Aggression : A Study of Ninth Grade Students in the Segregated School Landscape of Stockholm
Index Terms :
School ethos
School performance
Psychological well-being
School segregation
Mediation
Social Sciences Interdisciplinary
Tvärvetenskapliga studier inom samhällsvetenskap
Educational Sciences
Utbildningsvetenskap
Public Health, Global Health, Social Medicine and Epidemiology
Folkhälsovetenskap, global hälsa, socialmedicin och epidemiologi
Article in journal
info:eu-repo/semantics/article
text
Wydawca :
Stockholms universitet, Centrum för forskning om ojämlikhet i hälsa (CHESS) Stockholms universitet, Centrum för forskning om ojämlikhet i hälsa (CHESS) Institute for Future Studies (IFFS), Sweden 2020
Dodane szczegóły :
Granvik Saminathen, Maria
Plenty, Stephanie
Modin, Bitte
Typ dokumentu :
Zasób elektroniczny
URL :
http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179773">http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179773
Journal of Youth and Adolescence, 0047-2891, 2020
Dostępność :
Open access content. Open access content
info:eu-repo/semantics/openAccess
Pozostałe numery :
UPE oai:DiVA.org:su-179773
doi:10.1007/s10964-020-01199-w
1150782589
Źródło wspomagające :
UPPSALA UNIV LIBR
From OAIster®, provided by the OCLC Cooperative.
Numer akcesji :
edsoai.on1150782589
Zasób elektroniczny
Equitable access to high-quality schools is important for student achievement. However, the increasing attention placed on adolescent mental health promotion suggests that school contextual factors and school achievement may also play an important role for students’ psychological well-being. This study examined the relationships between school ethos, academic achievement, psychological distress and aggressive behaviour among Swedish students, further considering the role of school sociodemographic composition. Analyses were based on two separate data collections in Stockholm, one among teachers (n = 2089) and the other among students aged 15–16 (n = 9776; 49.7% girls). Using multilevel structural equation modelling, the relations between teachers’ reports of school ethos and students’ reports of achievement, psychological distress and aggressive behaviour were tested. Analyses showed a positive relationship between a school’s ethos and average academic achievement. At the school level, higher academic achievement was in turn associated with less psychological distress among students, providing an indirect pathway between school ethos and psychological distress. At the individual level, students with higher academic achievement reported less psychological distress and aggressive behaviour. These findings indicate that schools’ value-based policies and practices can play a role for students’ academic performance, and through this, for their psychological well-being.

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