青少年的学校参与和心理健康:纵向和双向的关系
Jacquelin Rankine1, Robert W S Coulter2, Alison Culyba2
1University of Pittsburgh School of Medicine, Pittsburgh, PA, USA. jacquelin.rankine@chp.edu.
Pediatric research
|October 14, 2025
概括
随着时间的推移,学校参与度和心理健康相互影响,在高中后期看到的效果更强烈. 这些发现为在关键的高中过渡时期提供了针对性干预的机会.
科学领域:
- 青少年心理学 青少年心理学
- 教育心理学教育心理学
- 心理健康研究 心理健康研究
背景情况:
- 学校参与和心理健康是相关的,但纵向的人体内影响是不够研究的.
- 新兴的统计方法可以更好地分析参与或心理健康的变化如何影响个人随着时间的推移.
研究的目的:
- 评估高中学生的学校参与和心理健康之间的双向和纵向关系.
- 检查一个构造中的变化如何随着时间的推移影响另一个构造,考虑人内动态.
主要方法:
- 使用随机截断交叉滞后面板模型与洛杉矶高中学生的两个队伍 (N=431).
- 通过从高中过渡到11年级的年度调查收集数据,测量学校参与度和心理健康.
主要成果:
- 观察到学校参与度和心理健康之间的个人间和个人内部的相关性.
- 在这两种构造中都发现了自回归效应,在高中后期的影响更大.
- 确定了一个单一的交叉效应,从心理健康到学校参与,特别是在高中过渡期间.
结论:
- 学校参与度下降可能标志着同时发生的心理健康变化,这表明了干预机会.
- 学校参与和心理健康之间的长度关联可能比以前假设的要弱.
- 促进参与和心理健康的干预措施,特别是在高中过渡期间,可能是非常有益的.
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