Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study.
Millennium Cohort Study
disability
gender
inclusion
school satisfaction
well-being
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
Sep 2020
Sep 2020
Historique:
received:
23
08
2019
revised:
04
02
2020
pubmed:
10
3
2020
medline:
8
6
2021
entrez:
10
3
2020
Statut:
ppublish
Résumé
Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction. We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages. We undertook secondary analysis of Waves 5 and 6 of the UK's Millennium Cohort Study (MCS), a nationally representative sample of children born 2000-2002. MCS is the fourth in the series of British birth cohort studies. At 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11. These findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability.
Sections du résumé
BACKGROUND
BACKGROUND
Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction.
AIM
OBJECTIVE
We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages.
METHODS
METHODS
We undertook secondary analysis of Waves 5 and 6 of the UK's Millennium Cohort Study (MCS), a nationally representative sample of children born 2000-2002. MCS is the fourth in the series of British birth cohort studies.
RESULT
RESULTS
At 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11.
CONCLUSION
CONCLUSIONS
These findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability.
Identifiants
pubmed: 32150645
doi: 10.1111/bjep.12344
pmc: PMC7496611
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
870-885Informations de copyright
© 2020 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
Références
Child Dev. 2013 Mar-Apr;84(2):678-92
pubmed: 23002809
Child Care Health Dev. 2013 Jul;39(4):581-91
pubmed: 22372869
Int J Environ Res Public Health. 2019 Jun 20;16(12):
pubmed: 31226754
PLoS One. 2015 Apr 15;10(4):e0123353
pubmed: 25876074
Int J Epidemiol. 2019 Feb 1;48(1):134-147
pubmed: 30535024
Br J Educ Psychol. 2018 Sep;88(3):396-409
pubmed: 28929487
JAMA. 1997 Sep 10;278(10):823-32
pubmed: 9293990
CMAJ. 2012 May 15;184(8):895-9
pubmed: 22158397
Ment Retard. 2002 Aug;40(4):321-9
pubmed: 12123396
EClinicalMedicine. 2019 Jan 04;6:59-68
pubmed: 31193561
J Youth Adolesc. 2009 Jul;38(6):804-12
pubmed: 19636782
J Adolesc. 2012 Aug;35(4):1061-7
pubmed: 22460237
BMJ Open. 2013 Aug 21;3(8):e002893
pubmed: 23965931
Sociology. 2016 Aug;50(4):695-713
pubmed: 27546915
Sch Psychol. 2019 Mar;34(2):148-158
pubmed: 30284888
Ment Retard. 2002 Aug;40(4):304-12
pubmed: 12123394
J Clin Child Adolesc Psychol. 2006 Jun;35(2):170-9
pubmed: 16597213
J Adolesc Health. 2011 Mar;48(3):259-67
pubmed: 21338897
PLoS One. 2019 May 29;14(5):e0217162
pubmed: 31141521
J Adolesc. 2015 Apr;40:14-23
pubmed: 25600512
Arch Dis Child. 2013 May;98(5):341-8
pubmed: 23529828
J Adolesc Health. 2013 Feb;52(2):186-94
pubmed: 23332483