Classroom Disorder and Internalizing Problems Among Swedish Adolescents: Changes Between 1988 and 2011.
adolescents
classroom climate
immigration background
internalizing problems
mental health
socioeconomic conditions
Journal
The Journal of school health
ISSN: 1746-1561
Titre abrégé: J Sch Health
Pays: United States
ID NLM: 0376370
Informations de publication
Date de publication:
07 2020
07 2020
Historique:
received:
14
12
2018
revised:
08
07
2019
accepted:
08
11
2019
pubmed:
12
5
2020
medline:
4
9
2021
entrez:
12
5
2020
Statut:
ppublish
Résumé
Internalizing problems have increased among Swedish adolescents. We examined whether classroom disorder was associated with internalizing problems and whether it explained the trends in internalizing problems. Furthermore, we examined whether school contextual factors were associated with internalizing problems and whether they moderated the association between classroom disorder and internalizing problems. We used repeated cross-sectional survey data (1988-2011) among all 15- to 16-year-old students in Värmland, Sweden (N = 9491 boys, N = 9313 girls). School-level factors were the proportions of students with a low/average socioeconomic or an immigration background. Results from mixed effects models showed that classroom disorder was associated with internalizing problems across the years of investigation but did not explain the trends in internalizing problems. This association was moderated by the school-level proportion of students with a low/average socioeconomic background but not the school-level proportion of students with an immigration background. Students who perceived their classroom to be disorderly more often also reported more internalizing problems. Future studies are necessary to investigate other potential school factors that may explain the trends in internalizing problems.
Sections du résumé
BACKGROUND
Internalizing problems have increased among Swedish adolescents. We examined whether classroom disorder was associated with internalizing problems and whether it explained the trends in internalizing problems. Furthermore, we examined whether school contextual factors were associated with internalizing problems and whether they moderated the association between classroom disorder and internalizing problems.
METHODS
We used repeated cross-sectional survey data (1988-2011) among all 15- to 16-year-old students in Värmland, Sweden (N = 9491 boys, N = 9313 girls). School-level factors were the proportions of students with a low/average socioeconomic or an immigration background.
RESULTS
Results from mixed effects models showed that classroom disorder was associated with internalizing problems across the years of investigation but did not explain the trends in internalizing problems. This association was moderated by the school-level proportion of students with a low/average socioeconomic background but not the school-level proportion of students with an immigration background.
CONCLUSIONS
Students who perceived their classroom to be disorderly more often also reported more internalizing problems. Future studies are necessary to investigate other potential school factors that may explain the trends in internalizing problems.
Identifiants
pubmed: 32390172
doi: 10.1111/josh.12904
pmc: PMC7383898
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
554-563Subventions
Organisme : Forskningsrådet om Hälsa, Arbetsliv och Välfärd
ID : 2012-1736
Pays : International
Informations de copyright
© 2020 The Authors. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.
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