Thomson Kimberly C, Guhn Martin, Richardson Chris G, Shoveller Jean A
Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Suite 440 - 2206 East Mall, Vancouver, BC, Canada V6T 1Z3.
School of Population and Public Health, University of British Columbia, 2206 East Mall, Vancouver, BC, Canada V6T 1Z3.
SSM Popul Health. 2017 Apr 27;3:403-410. doi: 10.1016/j.ssmph.2017.04.005. eCollection 2017 Dec.
Investigating the determinants of positive mental , as opposed to focusing on mental , 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.
研究积极心理的决定因素，而非专注于心理疾病，是一个对促进公众健康具有重要意义的新研究方向。过去的研究表明，心理健康在幼儿期就已形成，包括家庭最高教育程度在内的社会因素可能发挥重要作用。本研究利用2011 - 12年加拿大社区健康调查的数据，在一个具有全国代表性的加拿大样本中，考察了家庭最高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名年龄在12至19岁、与至少一位家长同住的青少年。家庭最高教育程度是从加拿大统计局得出的一个变量中获取的，该变量记录了家庭中的最高教育水平。青少年的积极心理健康状况使用心理健康连续量表进行评估。多变量逻辑回归分析表明，在调整家庭收入、单亲家庭状况和家庭规模后，与完成高等教育的家庭相比，在最高教育水平为尝试但未完成高等教育的家庭中，青少年拥有积极心理健康的几率更低（比值比=0.64，95%置信区间=0.44，0.95）。这种关联在12至14岁的青少年（比值比=0.43，95%置信区间=0.21，0.84）和女性（比值比=0.50，95%置信区间=0.29，0.88）中最为明显。与预期相反，我们没有发现青少年积极心理健康与家庭最高教育程度之间存在递增关联。相反，结果表明，一些共同的潜在因素可能既导致了家庭中未完成高等教育的情况，也导致了青少年积极心理健康状况的下降。
