Myhr Arnhild, Lillefjell Monica, Espnes Geir Arild, Halvorsen Thomas
NTNU Center for Health Promotion Research, Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway.
NTNU Center for Health Promotion Research, Department of Public Health and Nursing, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway.
PLoS One. 2017 Feb 21;12(2):e0172281. doi: 10.1371/journal.pone.0172281. eCollection 2017.
Completion of secondary education is important for individuals' future health and health behaviour. The fundamental purpose of this study is to investigate the variation and clustering of school completion in families and neighbourhoods. Secondly, we aim to examine the impact of individuals' family structure and neighbourhood of residence and examine to what extent parental education level moderates these associations.
Longitudinal register data for 30% of the entire Norwegian population aged 21-27 years in 2010 (N = 107,003) was extracted from Statistic Norway´s event database. Three-level logistic regression models, which incorporated individual, family, and neighbourhood contextual factors, were applied to estimate the family and neighbourhood general contextual effects and detect possible educational differences in the impact of family structure and urban place of residence in school completion.
Completion rates were significantly higher within families with higher education level (79% in tertiary educated families vs. 61% and 48% in secondary and primary educated families respectively) and were strongly correlated within families (ICC = 39.6) and neighbourhoods (ICC = 5.7). Several structural factors at the family level negatively associated with school completion (e.g., family disruption, large family size, and young maternal age) were more prevalent and displayed more negative impact among primary educated individuals. Urban residence was associated with school completion, but only among the tertiary educated.
Investment in the resources in the individuals' immediate surroundings, including family and neighbourhood, may address a substantial portion of the social inequalities in the completion of upper secondary education. The high intra-familial correlation in school completion suggests that public health policies and future research should acknowledge family environments in order to improve secondary education completion rates among young people within lower educated families.
完成中等教育对个人未来的健康和健康行为很重要。本研究的基本目的是调查家庭和社区中学校教育完成情况的差异和聚集性。其次，我们旨在研究个人的家庭结构和居住社区的影响，并考察父母教育水平在多大程度上调节了这些关联。
从挪威统计局的事件数据库中提取了2010年21至27岁的30%挪威总人口的纵向登记数据（N = 107,003）。应用纳入个人、家庭和社区背景因素的三级逻辑回归模型来估计家庭和社区的一般背景效应，并检测家庭结构和城市居住地点对学校教育完成情况影响方面可能存在的教育差异。
在教育水平较高的家庭中，完成率显著更高（受过高等教育的家庭为79%，而受过中等教育和初等教育的家庭分别为61%和48%），并且在家庭内部（组内相关系数ICC = 39.6）和社区内部（ICC = 5.7）具有很强的相关性。家庭层面的几个结构因素与学校教育完成情况呈负相关（例如，家庭破裂、家庭规模大、母亲年龄小），在受过初等教育的个体中更为普遍且负面影响更大。城市居住与学校教育完成情况相关，但仅在受过高等教育的人群中如此。
对个人直接环境（包括家庭和社区）中的资源进行投资，可能会解决高中教育完成方面很大一部分社会不平等问题。学校教育完成情况中较高的家庭内部相关性表明，公共卫生政策和未来研究应考虑家庭环境，以提高低教育水平家庭中年轻人的中等教育完成率。
