Department of Psychology and Human Development, UCL Institute of Education, University College London, 25 Woburn Square, WC1H 0AA, London, UK.
Division of Psychiatry, University College London, London, UK.
J Abnorm Child Psychol. 2020 Feb;48(2):197-211. doi: 10.1007/s10802-019-00584-9.
There is little research on the role of school and its composition in explaining individual children's psychological outcomes. This study examined for the first time the role of several primary-school compositional characteristics, and their interactions with individual level characteristics, in the development of two such outcomes, internalising and externalising problems, at ages 7, 11 and 14 years in 4794 children in England participating in the Millennium Cohort Study. Using hierarchical (multilevel) linear models, we found that, even after adjusting for individual and family characteristics, children in schools with higher proportions of pupils eligible for free school meals had more externalising problems. In general, children with special educational needs, lower academic performance, more distressed mothers, and those in non-intact families had more internalising and externalising problems. Our results underline the importance of targeting schools with less affluent overall intakes, but also highlight the key role of individual and family characteristics in the development of their pupils' psychological functioning.
关于学校及其构成在解释个体儿童心理结果方面的作用，相关研究甚少。本研究首次考察了几种小学构成特征的作用，以及它们与个体水平特征的相互作用，在英格兰参与千禧年队列研究的 4794 名儿童中，7 岁、11 岁和 14 岁时两种心理结果（内化和外化问题）的发展中的作用。使用分层（多水平）线性模型，我们发现，即使在调整了个体和家庭特征后，在有更高比例的学生有资格享受免费校餐的学校中，儿童的外化问题更多。一般来说，有特殊教育需求、学习成绩较低、母亲更焦虑不安以及来自非完整家庭的儿童，有更多的内化和外化问题。我们的研究结果强调了针对整体入学率较低的学校进行干预的重要性，但也突出了个体和家庭特征在发展学生心理功能方面的关键作用。
