潮湿和学生报告的社会气候：两个多层次的中介模型。

Dampness and student-reported social climate: two multilevel mediation models.

机构信息

School of Social Sciences, Tampere University, 33014, Tampere, Finland.

Methodology Centre for Human Sciences, University of Jyväskylä, PO Box 35, 40014, Jyväskylä, Finland.

出版信息

Environ Health. 2021 Mar 19;20(1):30. doi: 10.1186/s12940-021-00710-5.

DOI:10.1186/s12940-021-00710-5

PMID:33740989

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7980605/

Abstract

BACKGROUND

Little previous research has analysed the relationship between schools' indoor air problems and schools' social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students' perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship.

METHODS

The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models.

RESULTS

After the background variables were adjusted, schools' observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools' observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006).

CONCLUSIONS

Problems in a school's indoor environment may impair the school's social climate to the degree that such problems decrease the school's perceived IAQ.

摘要

背景

之前很少有研究分析学校室内空气问题与学校社会氛围之间的关系。在这项研究中，我们分析了：a）学校建筑中观察到的霉菌和潮湿是否与学生对学校氛围的感知有关（即师生关系和班级精神）；b）学校层面报告的主观室内空气质量（IAQ）是否调节这种关系。

方法

分析的数据是通过合并两个全国性数据集创建的：包括学生主观 IAQ 信息的学生调查数据（n=25,101 名学生），以及包括学校建筑中霉菌和潮湿数据的学校数据（n=222）。使用多层次中介模型进行数据分析。

结果

在调整了背景变量后，学校观察到的霉菌和潮湿与学生感知的师生关系和班级精神均无显著相关。然而，我们的中介模型显示，学校观察到的霉菌和潮湿通过学校层面的主观 IAQ 对结果变量存在显著的间接影响：a）在有霉菌和潮湿的学校，学生报告的主观 IAQ 明显较差（标准化β=0.34，p<0.001），而在没有的学校则没有；b）学校层面的主观 IAQ 越差，学生报告的师生关系越差（β=0.31，p=0.001），班级精神越差（β=0.25，p=0.006）。