Mental health profiles and academic achievement in Australian school students

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-02-01 DOI:10.1016/j.jsp.2024.101291

Tess Gregory , Neida Sechague Monroy , Blair Grace , Amy Finlay-Jones , Mary Brushe , Alanna Sincovich , Brody Heritage , Zara Boulton , Sally A. Brinkman

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Abstract

This study explored mental health profiles in Australian school students using indicators of well-being (i.e., optimism, life satisfaction, and happiness) and psychological distress (i.e., sadness and worries). The sample included 75,757 students (ages 8–18 years) who completed the 2019 South Australian Wellbeing and Engagement Collection. Latent profile analysis identified five mental health profiles consisting of (a) complete mental health (23%), (b) good mental health (33%), (c) moderate mental health (27%), (d) symptomatic but content (9%), and (e) troubled (8%). Findings provide partial support for the dual-factor model of mental health. Distal outcomes analysis on a sub-set of students (n = 24,466) found students with a symptomatic but content, moderate mental health, or troubled profile had poorer academic achievement than students with complete mental health. Implications for schools and education systems are discussed, including the need to pair clinical supports for students with psychological distress with population-level preventative health approaches to build psychological well-being.

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澳大利亚中小学生的心理健康状况和学习成绩

本研究利用幸福感指标（即乐观、生活满意度和幸福感）和心理困扰指标（即悲伤和忧虑），探讨了澳大利亚中小学生的心理健康概况。样本包括 75757 名完成了 2019 年南澳大利亚州幸福感和参与度收集的学生（8-18 岁）。潜特征分析确定了五种心理健康特征，包括：(a) 完全心理健康（23%）、(b) 良好心理健康（33%）、(c) 中等心理健康（27%）、(d) 有症状但满足（9%）和 (e) 有问题（8%）。研究结果为心理健康双因素模型提供了部分支持。对学生子集（n = 24,466）进行的远期结果分析发现，与心理完全健康的学生相比，有症状但有内容、心理适度健康或有问题的学生的学业成绩较差。该研究讨论了对学校和教育系统的影响，包括为有心理困扰的学生提供临床支持的必要性，以及采取人群预防性健康方法来建立心理健康的必要性。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.