Freeman John G, Samdal Oddrun, Klinger Don A, Dur Wolfgang, Griebler Robert, Currie Dorothy, Rasmussen Mette
Social Program Evaluation Group, Queen's University, Faculty of Education, Kingston, Canada.
Int J Public Health. 2009 Sep;54 Suppl 2:251-9. doi: 10.1007/s00038-009-5421-9.
To examine the extent to which school climate and school pressure could predict other aspects of adolescents' lives, most particularly their emotional health and bullying. Furthermore, the study sought to investigate if these relationships were consistent across countries.
Participants were 11-, 13-, and 15-year-olds from 26 European countries/regions, Canada, the United States, and Israel. Participants completed surveys focusing on health behaviours and lifestyles, using a contextual framework. Using cluster analytic techniques, three clusters were created varying on school pressure and perceived school climate. These clusters were then examined using variables not used in the clustering.
Students in the cluster having the most positive relationships to school outcomes, including academic achievement, truancy, teacher and peer support, also had the most positive emotional health and the lowest incidence of bullying. Similarly, those in the poorest cluster in terms of school also had the poorest outcomes in terms of emotional health and bullying.
These relatively small but significant associations suggest that schools may have a small role in supporting children's emotional well-being and ameliorate the presence of bullying.
探讨学校氛围和学校压力在多大程度上能够预测青少年生活的其他方面，尤其是他们的情绪健康和欺凌行为。此外，该研究旨在调查这些关系在不同国家是否一致。
参与者为来自26个欧洲国家/地区、加拿大、美国和以色列的11岁、13岁和15岁青少年。参与者使用情境框架完成了关于健康行为和生活方式的调查。运用聚类分析技术，根据学校压力和感知到的学校氛围创建了三个类别。然后使用聚类过程中未使用的变量对这些类别进行检验。
与学校成果（包括学业成绩、逃学、教师和同伴支持）关系最积极的类别中的学生，其情绪健康状况也最积极，欺凌发生率最低。同样，在学校方面处于最不利类别的学生，在情绪健康和欺凌方面的结果也最差。
这些相对较小但显著的关联表明，学校在支持儿童的情绪健康和减少欺凌行为方面可能发挥着较小的作用。
