Socioeconomic Status Gradients in Young Children's Well-Being at School.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
01 2021
01 2021
Historique:
pubmed:
11
9
2020
medline:
21
7
2021
entrez:
10
9
2020
Statut:
ppublish
Résumé
This study examines the socioeconomic status gradients in children's well-being at school using data on the total population of Danish public school children age 6-11 (N = 147,994). Children completed the national well-being at school survey, an environment-specific self-report of satisfaction with school, social well-being at school, and psychological well-being at school. Data were linked with administrative register data on family characteristics. Regression analysis was used to estimate gradients by parental education and income for each of the three dimensions of well-being at school. Findings indicated that even in the relatively equal Danish context, children from more educated and higher-income families experienced greater satisfaction with school and higher social and psychological well-being at school than their less advantaged peers.
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e91-e105Subventions
Organisme : NICHD NIH HHS
ID : P2C HD058486
Pays : United States
Informations de copyright
© 2020 Society for Research in Child Development.
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