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Associations between household educational attainment and adolescent positive mental health in Canada

机译:加拿大家庭教育程度与青少年积极心理健康之间的关联

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摘要

Investigating the determinants of positive mental health, as opposed to focusing on mental illness, is a new research direction with important implications for population health promotion. Past research suggests that mental health develops in early childhood and that social factors including highest household educational attainment may play an important role. The current study examined the association between household educational attainment and adolescent self-reported positive mental health in a nationally representative Canadian sample using data from the 2011-12 Canadian Community Health Survey. The sample included 10,091 adolescents aged 12 to19 living at home with at least one parent. Household educational attainment was obtained from a Statistics Canada derived variable documenting the highest level of education in the household. Adolescent positive mental health was assessed using the Mental Health Continuum scale. Multivariable logistic regression analyses showed that after adjusting for household income, single parent status, and household size, adolescents had lower odds of experiencing positive mental health in households in which attempted but not completed post-secondary was the highest education level compared to completed post-secondary education (OR = 0.64, 95% CI = 0.44, 0.95). This association was strongest in adolescents aged 12 to14 (OR = 0.43, 95% CI = 0.21, 0.84) and females (OR = 0.50, 95% CI = 0.29, 0.88). Contrary to expectations, we did not find an incremental increasing association between adolescent positive mental health and household educational attainment. Instead, results suggested that common underlying factors may have contributed both to uncompleted post-secondary education in the household and adolescents’ diminished positive mental health.
机译:研究积极精神健康的决定因素,而不是关注精神疾病,是一个新的研究方向,对促进人口健康具有重要意义。过去的研究表明,心理健康在幼儿期就开始发展,包括最高家庭教育程度在内的社会因素可能起着重要作用。本研究使用2011-12年加拿大社区健康调查的数据,在全国范围内具有代表性的加拿大样本中研究了家庭受教育程度与青少年自我报告的积极心理健康之间的关联。样本包括10,091名12至19岁的青少年,他们与至少一名父母一起住在家里。家庭教育程度是从加拿大统计局得出的变量中获得的,该变量记录了家庭中最高的教育水平。使用心理健康连续量表评估青少年的积极心理健康。多变量logistic回归分析显示,在调整了家庭收入,单亲父母身份和家庭规模之后,与未完成高等教育的家庭相比,未受过高等教育的未成年人是接受过最高心理教育的家庭,青少年获得积极心理健康的几率较低。中等教育(OR = 0.64,95%CI = 0.44,0.95)。这种关联在12至14岁的青少年(OR = 0.43,95%CI = 0.21,0.84)和女性(OR = 0.50,95%CI = 0.29,0.88)中最强。与期望相反,我们没有发现青少年积极的心理健康与家庭受教育程度之间的增加的关联性。取而代之的是,结果表明,常见的潜在因素可能导致了家庭中未完成高等教育,以及青少年的积极心理健康下降。

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