Socioeconomic Predictors of Health and Development in Middle Childhood: Variations by Socioeconomic Status Measure and Race
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
BACKGROUND: Socioeconomically disadvantaged children have poorer physical and mental health and lower social and school/academic functioning compared to children with higher socioeconomic status (SES). These associations are not static but may vary by choice of SES indicator and child race/ethnicity. However, little is known about these associations in middle-childhood, a distinct and critical developmental period. We explore these associations in a small exploratory study designed to examine associations between SES and child developmental outcomes in middle childhood. MATERIALS AND METHODS: We recruited 60 families with a child between 8-12 years of age from the San Francisco Bay area September 2005-June 2006. The MacArthur Health and Behavior Questionnaire was used to assess health and adaptive functioning across four developmental domains: physical health, mental health, social functioning, and school/academic functioning. We examined a range of SES measures including continuous and categorical assessments of poverty, income, wealth, maternal and overall family educational attainment, subjective social status, and cumulative social risk. A series of multivariate ordinary least squares regressions was performed on the total sample and within race-specific groups. RESULTS: Although the long-recognized, graded relations among SES and outcomes were present, associations employing categorical representations of SES were far more pervasive; and stronger in magnitude. Wealth and highest degree earned in the family showed the strongest associations across virtually all health/functioning domains. Health and functioning was more strongly associated with educational attainment among Whites and financial resources among Blacks. Among Whites more wealth was associated with worse outcomes. CONCLUSIONS: Further research is needed to confirm the study findings. However, this study raises important questions about the measurement of SES for studying disparities in child health and developmental outcomes. This initial research suggests that improvements in health and functioning in middle childhood may require more significant status transitions; more targeted social interventions to address racial/ethnic disparities in child health and developmental outcomes; and a need to intervene on adversities facing affluent youth, a potentially hidden yet vulnerable group in middle childhood.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle