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This study examined the importance of aspects of the school climate for adolescents' psychosomatic health using multilevel modelling. Analyses were based on 18,571 ninth-grade students distributed over 1,026 classes and 284 schools in the greater Stockholm area in 2004 and 2006. Both individual- and contextual-level associations between aspects of the school climate and student health were explored. While most of the aspects of the school climate under study were related to health at the individual level, only 2 of them seemed to convey an additional contextual effect reaching beyond the students who were directly affected. Thus, better health was found in classes where many students reported getting immediate teacher help with their schoolwork, and worse health was found in classes where harassment was more commonly reported. These findings remained when a number of school-contextual characteristics were adjusted for. 相似文献
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Childhood social status in society and school: implications for the transition to higher levels of education 总被引：1，自引：1，他引：0
Ylva Almquist Bitte Modin Viveca Östberg 《British Journal of Sociology of Education》2010,31(1):31-45
While research into educational inequalities emphasises childhood socio‐economic status, this study adds another dimension of status into the analysis; namely, the child’s own social position among its peers. The aim was to examine whether socio‐economic status and peer status can both be linked to educational transitions and, if so, whether they constitute overlapping paths. In a second step of analyses, the relationship between peer status and adult unemployment was investigated. Data were derived from a longitudinal study using a 1953 cohort born in Stockholm, Sweden. Our results suggest that children with higher socio‐economic status and children with higher peer status are consistently more likely than their lower status peers to proceed to the next level of education, and that the effects of socio‐economic status and peer status hardly overlapped at all. Furthermore, educational differences by peer status seem to involve consequences for the studied subjects’ contemporary labour market opportunities. 相似文献
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Sara Brolin Låftman Viveca Östberg Bitte Modin 《School Effectiveness & School Improvement》2017,28(1):153-164
This study investigates associations between aspects of school climate, measured by students’ assessments aggregated to the class level, and exposure to bullying, measured at the individual level. The data were derived from the Stockholm School Survey of 2006–2010 with information from 16,418 ninth-grade students (aged 15–16 years) distributed over 871 classes and 259 schools. Three-level binary logistic regression was applied. Two of the studied school climate aspects in particular were linked with the occurrence of bullying: In classes where a high proportion of students claimed to be aware of the school rules and in classes where a high proportion of students stated that adults intervene against bullying, fewer students reported having been bullied. The findings imply that striving toward a school climate characterized by transparent rules and clear disapproval of harassments may help to reduce bullying. 相似文献
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Bitte Modin Sakari Karvonen Ossi Rahkonen Viveca Östberg 《School Effectiveness & School Improvement》2013,24(3):467-486
This study investigates cross-cultural differences in the interrelation between school performance, school segregation, and stress-related health among 9th-grade students in the greater Stockholm and Helsinki areas. Contrary to the Swedish case, it has been proposed that school performance in Finland is largely independent of the specific school attended and of socioeconomic background. Finland also stands out as a contrast to Sweden considering their better performance in the Programme for International Student Assessment (PISA) surveys. Our first 2 hypotheses explore whether there is a greater degree of school segregation in Stockholm than in Helsinki, and our second pair of hypotheses test whether Finland’s school success has come at a price in terms of increased student stress. Our results largely confirm that Stockholm schools are less “equal” and more segregated than those in Helsinki. We also find that school performance is more strongly linked to stress-related complaints among students in Helsinki than in Stockholm, especially among Finnish girls. 相似文献
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Kristiina Rajaleid Sara Brolin Låftman Bitte Modin 《Scandinavian Journal of Educational Research》2020,64(5):629-644
ABSTRACT We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n?=?10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n?=?2259). Multilevel path analyses showed that teachers’ stress and time-pressure increased with declining school leadership functioning. Teachers’ level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff’s tendency (not) to intervene against bullying, but not through the teachers’ stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health. 相似文献
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Maria Granvik Saminathen Sara Brolin Låftman Ylva B. Almquist Bitte Modin 《School Effectiveness & School Improvement》2018,29(3):464-484
This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement. 相似文献
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