School as a determinant for health outcomes – a structural equation model analysis
Bibliographic record
Abstract
Purpose The purpose of this paper is to investigate whether students' perceptions of their school environment and their adjustment to school are associated with health outcomes across gender and age groups. Design/methodology/approach Data from the cross‐sectional international Health Behavior in School‐aged Children Survey of the year 2002 ( n =162 306) were analyzed. A structural equation model (LISREL) specified social school climate and school demands influencing, school adjustment (achievement and liking of school). The latter aspects were assumed to influence the health outcomes general health item, life satisfaction and multiple psychosomatic symptoms. Analyses were repeated across gender and age (11, 13 and 15 years). Findings The specified LISREL model fitted the data well on the entire sample as well as for age and gender subgroups (RMSEA=0.043‐0.054). Overall, girls' general perceived health and life satisfaction seemed to be more strongly affected by the school environment than boys'. Age affected the goodness of fit of the model and reduced the strength of the relationship between school pressure and school adjustment. In all subgroups, the relationship between better school perceptions and better subjective health and life satisfaction were supported by the analyses. Research limitations/implications Reported findings are limited to the cross‐sectional study design which precludes causal inferences. Further research using longitudinal data is warranted to confirm the findings. Practical implications Relationships between school environment and school adjustment and health‐related outcomes revealed the relative importance of school social climate and demands for school adjustment and through the latter in determining subjective health and life satisfaction. School social climate is a target for promoting health and well‐being of children and adolescents. Originality/value Complex statistical analyses employing structural equation modelling confirmed findings on the importance of school aspects for child and adolescents in a huge data set.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".