Department of Nursing and Health Sciences, University of Applied Sciences, Fulda, Germany.
Institute of Medical Sociology, Medical Faculty, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany.
Eur J Public Health. 2018 Dec 1;28(6):1012-1018. doi: 10.1093/eurpub/cky089.
Schools are crucial settings for young people's development. Rare studies have examined the impact of perceived school-climate and academic well-being on young people's self-rated health in joint analyses. This study focuses on the role of perceived school-climate and academic well-being for young people's self-rated health and examines whether school climate is mediated by indicators of academic well-being.
Data were obtained from the German National Educational Panel Study, including seventh grade students (n = 6838) aged 11-12, nested in 710 classes within 277 schools. Indicators of school climate (teacher control, demands, autonomy, interaction, goal setting and orientation, teaching quality) and academic well-being (satisfaction with school, helplessness in major school subjects) were reported from students. Multilevel modelling was used to analyze the relative importance of perceived school-climate and academic well-being on school-aged children's self-rated health.
Results showed that academic well-being is strongly related to self-rated health. The better students perceive their academic well-being, the lower the likelihood of poor self-rated health. In contrast, indicators of perceived school climate are only indirectly related to self-rated health, mediated by academic well-being or are not at all associated with self-rated health.
This study suggests that school climate is important for academic well-being but not as important for students' self-rated health as academic well-being. Health promotion initiatives in schools have to ensure that school climate serves to enhance students' academic well-being to avoid health problems in the long-run.
学校是年轻人发展的重要场所。很少有研究同时考察感知到的学校氛围和学业幸福感对年轻人自评健康的影响。本研究重点关注感知到的学校氛围和学业幸福感对年轻人自评健康的影响，并检验学校氛围是否可以通过学业幸福感的指标来进行中介。
数据来自德国国家教育面板研究，包括 7 年级（n = 6838）的学生，年龄在 11-12 岁，嵌套在 277 所学校的 710 个班级中。学生报告了学校氛围（教师控制、要求、自主、互动、目标设定和导向、教学质量）和学业幸福感（对学校的满意度、在主要学科上的无助感）的指标。使用多层次模型分析感知到的学校氛围和学业幸福感对学龄儿童自评健康的相对重要性。
结果表明，学业幸福感与自评健康密切相关。学生对学业幸福感的评价越好，自评健康不良的可能性越低。相比之下，感知到的学校氛围指标与自评健康仅存在间接关系，通过学业幸福感来中介，或者与自评健康根本没有关联。
本研究表明，学校氛围对学业幸福感很重要，但对学生自评健康的重要性不如学业幸福感。学校的健康促进计划必须确保学校氛围有助于提高学生的学业幸福感，以避免长期的健康问题。
