Does attending an English private school benefit mental health and life satisfaction? From adolescence to adulthood

IF 1.5 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-04-06 DOI:10.1080/0305764X.2022.2040951

Morag Henderson, Jake Anders, F. Green, G. Henseke

引用次数: 0

Abstract

ABSTRACT Previous research has shown that there is a small but significant cumulative private school advantage in terms of educational attainment in Britain. However, research on how school type influences non-educational outcomes is more scarcer. This paper aims to identify the extent to which school type influences satisfaction with life and mental health from adolescence to early adulthood. Using Next Steps, a longitudinal study of young people in England born in 1989/90, the authors use multiple variable regression analyses to address the research questions. They find that for this cohort there is no evidence of a difference for mental health and life satisfaction by school type for either men or women in adolescence or early adulthood.

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上英国私立学校有益于心理健康和生活满意度吗?从青春期到成年期

摘要先前的研究表明，在英国，私立学校在教育程度方面具有微小但显著的累积优势。然而，关于学校类型如何影响非教育成果的研究则更为稀少。本文旨在确定从青春期到成年早期，学校类型对生活满意度和心理健康的影响程度。使用Next Steps，一项针对1989/90年出生的英国年轻人的纵向研究，作者使用多元回归分析来解决研究问题。他们发现，对于这一群体，没有证据表明青春期或成年早期男性或女性的心理健康和生活满意度因学校类型而异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.