• English
    • norsk
  • English 
    • English
    • norsk
  • Login
View Item 
  •   All institutions
  • Norges teknisk-naturvitenskapelige universitet
  • Publikasjoner fra CRIStin - NTNU
  • View Item
  •   All institutions
  • Norges teknisk-naturvitenskapelige universitet
  • Publikasjoner fra CRIStin - NTNU
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

School wellbeing among children in grades 1-10

Løhre, Audhild; Lydersen, Stian; Vatten, Lars Johan
Journal article, Peer reviewed
Thumbnail
View/Open
1471-2458-10-526.pdf (203.2Kb)
Permanent link
http://hdl.handle.net/11250/1594853
Issue date
2010
Share
Metadata
Show full item record
Collections
  • Institutt for samfunnsmedisin og sykepleie [703]
  • Institutt for klinisk og molekylær medisin [1106]
  • Publikasjoner fra CRIStin - NTNU [7606]
Original version
BMC Public Health 2010, 10(526)   10.1186/1471-2458-10-526
Abstract
Background: Determinants of children’s school wellbeing have not been extensively studied. In this cross-sectional

study of school children we assessed how factors assumed to promote wellbeing and factors assumed to adversely

influence wellbeing were associated with self-reported wellbeing in school.

Methods: Children from five schools, 230 boys and 189 girls in grades 1-10, responded to the same set of

questions. We used proportional odds logistic regression to assess the associations of promoting and restraining

factors with school wellbeing.

Results: In a multivariable analysis, degree of school wellbeing in boys was strongly and positively related to

enjoying school work (odds ratio, 3.84, 95% CI 2.38 to 6.22) and receiving necessary help (odds ratio, 3.55, 95% CI

2.17 to 5.80) from teachers. In girls, being bothered during lessons was strongly and negatively associated with

school wellbeing (odds ratio, 0.43, 95% CI 0.22 to 0.85).

Conclusions: Different factors may determine school wellbeing in boys and girls, but for both genders, factors

relevant for lessons may be more important than factors related to recess. Especially in boys, the student-teacher

relationship may be of particular importance.
Publisher
BioMed Central
Journal
BMC Public Health

Contact Us

Search NORA
Powered by DSpace software

Service from BIBSYS
 

 

Browse this CollectionIssue DateAuthorsTitlesSubjectsDocument TypesJournalsBrowse all ArchivesArchives & CollectionsIssue DateAuthorsTitlesSubjectsDocument TypesJournals

My Account

Login

Statistics

Google Analytics StatisticsView Usage Statistics

Contact Us

Search NORA
Powered by DSpace software

Service from BIBSYS