Child Indicators Research最新文献

There is burgeoning interest in monitoring children’s well-being and assets at the population-level, particularly in light of the detrimental impacts of the COVID-19 pandemic. There has been, however, a lack of population-level research during the pandemic focusing specifically on middle childhood (i.e., ages 10 – 13), a developmental period characterized by distinct biological, cognitive, social, and emotional changes. In addition, there is a lack of self-report data from this population, which impedes our understanding of their experiences and perspectives during this important developmental period. To address these gaps, the current study analyzed a population-level, self-report measure—the Middle Years Development Instrument (MDI)—administered to 4th and 7th graders in a primarily Hispanic Los Angeles County school district between May – June 2021. This research aimed to 1) describe students’ self-reported social and emotional well-being, connectedness to peers and to adults, school experiences, physical health, and use of after-school time; and 2) investigate students’ social and contextual assets, including adult and peer connectedness, school experiences, health habits, and after-school program participation. Logistic regression analyses controlling for demographic characteristics revealed that 7th graders had lower odds of well-being on four out of the five MDI Well-Being Index measures: Optimism, Happiness, Self Esteem, and General Health, as well as lower odds of three assets: Adult Relationships, After-School Activities, and School Experiences. This study can inform efforts to optimize positive development in middle childhood during and post-COVID-19.

Abstract

Pakistan’s government has long been committed to providing its citizens with accessible and universal education. However, these efforts have yielded little gains for society due to several social and economic factors. Subsequently, Pakistan has a lower literacy rate and is one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country’s educational system, more evidence is needed that proposes potential implications or interventions to identify the most important in-school factors of primary school enrollment in Pakistan. Therefore, the present study derived a literature review-driven hypothesis and administered a rigorous analysis using the 2018 school census from the Punjab government education commission, showing detailed information on 24,305 public primary schools. The findings of this study assert that the medium of instruction has a considerable impact on primary school enrollment and the availability of qualified teachers. Single-sex schools, WASH facilities, and the security of schools have significant and diverse effects on student enrollment, which may have implications for scholars, educators, and policymakers.

How did the coronavirus pandemic affect the subjective well-being (SWB) of children? In this paper, we use data from the Children’s World Survey, encompassing 9,684 children aged 9 to 15 residing in nine European countries. Our goal is to evaluate the influence of both material —access to digital communication devices— and immaterial factors —information sources about Covid-19, activities conducted during lockdown, and the extent of social support— on children’s SWB during the pandemic. We also account for individual characteristics, such as age and gender, as well as country-specific effects. The analysis, employing ordinary least-squares (OLS) and ordered logit (OLogit) methods, reveals that various factors contributed to reduced SWB in children during the pandemic. These factors include loneliness, a lack of active leisure activities, fragmented family environments, and insufficient or no social support from teachers or friends. Additionally, the absence of internet access and reliable sources of information about coronavirus negatively affected children’s SWB. However, lacking the material conditions for networking was a less prominent concern for children compared to the absence of support from family and friends or the inability to engage in activities that they deemed valuable for themselves or others.

Abstract

There are over 10 million children of primary school age out-of-school in Nigeria. Thus, school non-attendance is still a major problem in the country. A few studies have been done to understand the causes. Nevertheless, there is a dearth of studies that have examined the gender variations in out-of-school children (OOSC) and the underlying predictors across the country. Investigating the gender dimension of school non-attendance will enhance gender specific policies as the causes of school non-attendance are likely to vary between gender and across states or regions. To this end, this study conducts a spatial analysis to determine the geographical differences in OOSC, the hotspots of OOSC, and the underlying predictors using spatial statistical techniques. Contrary to the widely held opinion, findings indicate that more boys are out-of-school than girls. Across the country, the northern region accounts for a significant percentage of OOSC. The state-level analysis shows that Bauchi State is the hotspot for male school non-attendance while Sokoto, Kebbi, and Niger States are the hotspots for female school non-attendance. Evidence from the spatial analysis indicates that poverty is a significant predictor of OOSC majorly in the northwest and northeast regions of the country. The study recommends the need to alleviate poverty to improve school enrolment and the expansion of back-to-school programs for out-of-school boys.

Although in recent years the interest in studying the quality of life (QoL) of children with cerebral palsy (CP) has been growing, there are hardly any studies that have specifically evaluated QoL in people with both CP and intellectual disability (ID). Therefore, this study aims to (1) describe the individual QoL of children and adolescents with CP and ID, and (2) examine the influence of several individual and environmental variables on ​​the QoL scores. The sample encompassed a total of 165 participants with CP and ID aged 4 to 21 years old who were receiving support from 42 Spanish organizations. The KidsLife Scale was used. Descriptive statistics were obtained and correlation and multiple regression analyses were performed. The highest values were obtained in physical well-being and rights, while the domains with the lowest scores were self-determination and social inclusion. Level of ID, percentage of disability, physical disability in the upper extremities and size of the organization were significant QoL predictors. This study provides useful information about strengths and needs of children and adolescents with CP and ID in the different domains of QoL and with insights into factors that may help to enhance their QoL.

Abstract

School belonging is crucial to a student’s overall wellbeing and academic success, which refers to their connection and identification with their school community. It encompasses their relationships with peers and teachers and their engagement in academic and extracurricular activities. Research has identified individual and social factors that affect school belonging; however, the factors associated with students’ covitality factors and positive psychology dimensions are unclear. Therefore, this study aims to determine the mediator role of positive experiences in the school in the relationship between academic self-confidence and school belonging of secondary school students. For this purpose, 358 secondary school students in Tokat, Turkey, participated in the study. The research used the School Belonging Scale, Positive Experiences at School Scale, and Academic Self-Confidence Scale as data collection tools. As a result of the study, we determined positive and moderate relationships between academic self-confidence, positive experiences at school, and school belonging. Furthermore, mediation analysis results revealed that positive experiences at school mediated the relationship between academic self-confidence and school belonging. The research findings were interpreted in line with the positive psychology and socioecological model of school belonging literature.

Abstract

We report on a national South African multistage cluster sampling survey of early development in 5,222 children aged 50-59 months enrolled in preschool programmes. Children were assessed on the Early Learning Outcomes Measure (ELOM 4&5), the ELOM Social-Emotional Rating Scale, and linear growth (height-for-age), in the last quarter of 2021. ELOM 4&5 is standardised for South Africa and measures development in five domains: Gross Motor, and Fine Motor Development, Numeracy and Mathematics, Cognition and Executive Functioning, and Literacy and Language skills. Cut scores are used to classify children as On Track, Falling Behind, or Falling Far Behind expected developmental standards. Post-survey weights were computed, permitting us to interpret results as representative of children attending early learning programmes. Only 45.7% of the sample were On Track overall. Apart from Literacy and Language (54.7%), no other domain exceeded 50% On Track. Children who were better off socio-economically achieved higher scores (except for Gross Motor Development). Height-for-age measurements revealed a stunting rate of 5.1%, (>8.8% in one province). A mixed linear model analysis showed that age, sex, quintile, growth status, and socio-emotional score were significant predictors of the total ELOM 4&5 score, with growth status and quintile being stronger predictors. The results indicate concerningly poor preparedness for school. Two further surveys prior to 2030 will be undertaken and used to establish the country’s progress toward meeting Sustainable Development Goal 4.2: “all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”.

This study investigates the effects of public transfers and taxes on the wellbeing of children in Ethiopia. It applies the Commitment to Equity for Children (CEQ4C) methodology to examine the burdens of taxation and the benefits from government transfers and spending, and their differential wellbeing impacts on children. The study integrates data from Ethiopia Socioeconomics Survey 2018/19, which also collected data on taxes and transfers, with administrative data. Measuring its distribution by child monetary and multidimensional wellbeing, the study finds, on average, a progressive, poverty-reducing and equalizing fiscal system. However, there are important differences in the distribution of some of its elements. Indirect taxes, comprising of VAT and excise taxes, are regressive. Similarly, primary education spending, the largest of in-kind transfers, is only progressive in urban areas. With regards to poverty and inequality, the fiscal system reduced the monetary child poverty headcount by 21% and the poverty gap by 33%. The effect is stronger for girls and children in rural areas than for boys and children in urban areas, therefore reducing inequalities in poverty rates. However, this is only the case when in-kind transfers for education and health are considered. Without the inclusion of in-kind transfers, the study finds that the fiscal system is not well calibrated to reduce poverty. This highlights the essential role of public services, not only in delivering fundamental child rights, but also in reducing poverty amongst children.

Research on human rights has often focused on civil, political, and personal integrity rights to the exclusion of other categories of rights. Children’s rights have been one of these often-overlooked categories, at least in part because of the much more recent creation of relevant international law. While many practitioners do work to further children’s enjoyment of their rights, this has not been reflected with widespread, global measurement efforts by quantitative scholars. In this review, we first argue for the importance of measuring children’s rights. We then present several paths for translating international law into quantitative measurements, highlighting the strengths and weaknesses of each approach generally and with regards to children’s rights more specifically. We explore measurement gaps of children’s rights that remain—coverage of the CRC and across countries and time; considerations of progressive realization and maximum resources; the incorporation of children’s developing capacities; and children’s participation. And we close with recommendations regarding potential avenues for future work on this subject.

From an ecological perspective, this study aimed to understand and characterize the similarities and differences between girls and boys regarding the perception of happiness. This paper is based on the Health Behaviour in School-aged Children (HBSC) 2022 study. 5809 students from 6th (29.6%), 8th (33.5%), and 10th (37%) grades responded, of whom 50.9% were female, with a mean age of 14.09 years (SD = 1.82). The results allow us to study and identify similarities and differences between four groups from an ecological perspective: happy girls, happy boys, unhappy girls, and unhappy boys. For both boys and girls, quality of life, low psychological symptoms, and body image best explain their well-being. Among unhappy girls, the mother's job, life satisfaction, health literacy, communication with the father, and relationship with teachers explain their well-being. In the case of unhappy boys, in addition to these variables, the father's job and the relationship with the family also explain their well-being.. Mental health factors, such as life satisfaction, quality of life, and low psychological symptoms, explain well-being in both boys and girls. For happy girls, age, mother's job, stress management, health literacy, and liking school explain their well-being. Happy boys report that not being so sad that they cannot stand it, not having worries, having a good relationship with teachers, and feeling safe in their living area contribute to their well-being. We conclude that unhappy adolescents are the ones who report more socioeconomic and family relationship difficulties, especially in communication with their fathers. Girls have weaker psychological health indicators and a more negative body image.