Socioeconomic Status Gradients in Young Children's Well-Being at School
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
Socioeconomic Status Gradients in Young Children's Well-Being at School. / Loft, Lisbeth; Waldfogel, Jane.
I: Child Development, Bind 92, Nr. 1, 09.09.2020, s. e91-e105.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Socioeconomic Status Gradients in Young Children's Well-Being at School
AU - Loft, Lisbeth
AU - Waldfogel, Jane
PY - 2020/9/9
Y1 - 2020/9/9
N2 - This study examines the socioeconomic status gradients in children's well-being at school using data on the total population of Danish public school children age 6-11 (N = 147,994). Children completed the national well-being at school survey, an environment-specific self-report of satisfaction with school, social well-being at school, and psychological well-being at school. Data were linked with administrative register data on family characteristics. Regression analysis was used to estimate gradients by parental education and income for each of the three dimensions of well-being at school. Findings indicated that even in the relatively equal Danish context, children from more educated and higher-income families experienced greater satisfaction with school and higher social and psychological well-being at school than their less advantaged peers.
AB - This study examines the socioeconomic status gradients in children's well-being at school using data on the total population of Danish public school children age 6-11 (N = 147,994). Children completed the national well-being at school survey, an environment-specific self-report of satisfaction with school, social well-being at school, and psychological well-being at school. Data were linked with administrative register data on family characteristics. Regression analysis was used to estimate gradients by parental education and income for each of the three dimensions of well-being at school. Findings indicated that even in the relatively equal Danish context, children from more educated and higher-income families experienced greater satisfaction with school and higher social and psychological well-being at school than their less advantaged peers.
KW - MENTAL-HEALTH
KW - SOCIAL DETERMINANTS
KW - IMMIGRANTS
KW - PARENTS
KW - METAANALYSIS
KW - ADOLESCENCE
KW - PERFORMANCE
KW - ENVIRONMENT
KW - ADJUSTMENT
KW - SUPPORT
U2 - 10.1111/cdev.13453
DO - 10.1111/cdev.13453
M3 - Journal article
C2 - 32909285
VL - 92
SP - e91-e105
JO - Child Development
JF - Child Development
SN - 0009-3920
IS - 1
ER -
ID: 255107579