Mental health profiles and academic achievement in Australian school students

被引：6

作者：

Gregory, Tess ^{[1
,2
]}

Monroy, Neida Sechague ^{[1
]}

Grace, Blair ^{[1
]}

Finlay-Jones, Amy ^{[1
]}

Brushe, Mary ^{[1
]}

Sincovich, Alanna ^{[1
]}

Heritage, Brody ^{[1
]}

Boulton, Zara ^{[1
]}

Brinkman, Sally A. ^{[1
,2
]}

机构：

[1] Univ Western Australia, Telethon Kids Inst, 108 North Terrace, Adelaide, SA 5000, Australia

[2] Univ Adelaide, Sch Publ Hlth, Level 4,50 Rundle Mall,Rundle Mall Plaza, Adelaide, SA 5005, Australia

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2024年 / 103卷

基金：

澳大利亚国家健康与医学研究理事会; 英国医学研究理事会;

关键词：

Dual-factor model; Latent profile analysis; Wellbeing; Psychological distress; Academic achievement; DUAL-FACTOR MODEL; LIFE; YOUTH; PSYCHOPATHOLOGY; DETERMINANTS; SATISFACTION; METAANALYSIS; VARIABLES;

D O I：

10.1016/j.jsp.2024.101291

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study explored mental health profiles in Australian school students using indicators of wellbeing (i.e., optimism, life satisfaction, and happiness) and psychological distress (i.e., sadness and worries). The sample included 75,757 students (ages 8-18 years) who completed the 2019 South Australian Wellbeing and Engagement Collection. Latent profile analysis identified five mental health profiles consisting of (a) complete mental health (23%), (b) good mental health (33%), (c) moderate mental health (27%), (d) symptomatic but content (9%), and (e) troubled (8%). Findings provide partial support for the dual-factor model of mental health. Distal outcomes analysis on a sub-set of students (n = 24,466) found students with a symptomatic but content, moderate mental health, or troubled profile had poorer academic achievement than students with complete mental health. Implications for schools and education systems are discussed, including the need to pair clinical supports for students with psychological distress with population-level preventative health approaches to build psychological well-being.

引用

页数：15

共 59 条

[1] A Dual-Factor Model of Mental Health: Toward a More Comprehensive Understanding of Youth Functioning [J].

Antaramian, Susan P. ;

Huebner, E. Scott ;

Hills, Kimberly J. ;

Valois, Robert F. .

AMERICAN JOURNAL OF ORTHOPSYCHIATRY, 2010, 80 (04) :462-472

[2]

Asparouhov T., 2014, AUXILIARY VARIABLES, DOI DOI 10.1080/10705511.2014.915181

[3] Auxiliary Variables in Mixture Modeling: Three-Step Approaches Using Mplus [J].

Asparouhov, Tihomir ;

Muthen, Bengt .

STRUCTURAL EQUATION MODELING-A MULTIDISCIPLINARY JOURNAL, 2014, 21 (03) :329-341

[4]

Australian Bureau of Statistics, 2016, Australian Bureau of Statistics, No. 1270.0.55.005, V5

[5]

Australian Bureau of Statistics, 2016, 0.55.001-census of population and housing: socio-economic indexes for areas (SEIFA)

[6]

Australian Curriculum Assessment and Reporting Authority, 2020, National Assessment Program-Literacy and Numeracy 2019: Technical Report

[7] Robustness of Stepwise Latent Class Modeling With Continuous Distal Outcomes [J].

Bakk, Zsuzsa ;

Vermunt, Jeroen K. .

STRUCTURAL EQUATION MODELING-A MULTIDISCIPLINARY JOURNAL, 2016, 23 (01) :20-31

[8] Estimating latent structure models with categorical variables: One-step versus three-step estimators [J].

Bolck, A ;

Croon, M ;

Hagenaars, J .

POLITICAL ANALYSIS, 2004, 12 (01) :3-27

[9] Subjective well-being and academic achievement: A meta-analysis [J].

Buecker, Susanne ;

Nuraydin, Sevim ;

Simonsmeier, Bianca A. ;

Schneider, Michael ;

Luhmann, Maike .

JOURNAL OF RESEARCH IN PERSONALITY, 2018, 74 :83-94

[10] The gender gap in adolescent mental health: A cross-national investigation of 566,829 adolescents across 73 countries [J].

Campbell, Olympia L. K. ;

Bann, David ;

Patalay, Praveetha .

SSM-POPULATION HEALTH, 2021, 13

← 1 2 3 4 5 6 →