心理健康状况与日后学习成绩之间的关系

IF 1.5 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Australian Journal of Education Pub Date : 2024-09-14 DOI:10.1177/00049441241278411
Neida Sechague Monroy, Mary Brushe, Alanna Sincovich, Zara Boulton, Tess Gregory
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引用次数: 0

摘要

心理健康双因素模型认为,高幸福感和低痛苦感是界定心理健康的必要条件。本研究采用潜特征分析法,从 3,587 名澳大利亚六年级学生样本中识别出心理健康特征,并探讨了心理健康特征与七年级和九年级的学校成绩之间的关联。19%)、易受伤害(即健康水平低,痛苦程度低于平均水平;6%)、中等程度的困扰(即健康水平低于平均水平,痛苦程度高;19%)和困扰(即健康水平低,痛苦程度高;8%)。在对潜在的混杂因素(性别、语言背景、社会经济地位和地理位置偏远)进行统计调整后,与所有其他心理健康状况的学生相比,心理健康状况良好的学生在一年和三年后的学业成绩和学校参与度明显更高。弱势和问题学生的学习成绩最差,且持续时间最长(七年级和九年级)。本文讨论了为支持学生的心理健康和幸福而采取的校本干预措施的意义。
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Associations between mental health profiles and later school outcomes
The dual-factor model of mental health proposes that high wellbeing and low distress are necessary to define mental health. This study used latent profile analysis to identify mental health profiles in a sample of 3,587 Australian grade 6 students and explored the association between mental health profiles and school outcomes measured in grades 7 and 9. Six mental health profiles were identified: complete mental health (i.e. high wellbeing and low distress; 30%), moderately mentally healthy (i.e. average wellbeing and low distress; 18%), symptomatic but content (i.e. high wellbeing and above-average distress; 19%), vulnerable (i.e. low wellbeing and below-average distress; 6%), moderately troubled (i.e. below-average wellbeing and high distress; 19%), and troubled (i.e. low wellbeing and high distress; 8%). After statistical adjustment for potential confounders (gender, language background, socio-economic status, and geographical remoteness), students with complete mental health showed significantly higher academic achievement and school engagement one and three years later compared with students with all other mental health profiles. Students with vulnerable and troubled profiles experienced the poorest school outcomes sustained over time (grade 7 and grade 9). Implications for school-based interventions to support the mental health and wellbeing of students are discussed.
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来源期刊
Australian Journal of Education
Australian Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
21
期刊介绍: The Australian Journal of Education was established in 1957 under the editorship of Professor Bill Connell. Drawing upon research conducted in Australia and internationally, the AJE aims to inform educational researchers as well as educators, administrators and policymakers about issues of contemporary concern in education. The AJE seeks to publish research studies that contribute to educational knowledge and research methodologies, and that review findings of research studies. Its scope embraces all fields of education and training. In addition to publishing research studies about education it also publishes articles that address education in relation to other fields.
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