Socioeconomic Status Gradients in Young Children's Well-Being at School

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Socioeconomic Status Gradients in Young Children's Well-Being at School. / Loft, Lisbeth; Waldfogel, Jane.

In: Child Development, Vol. 92, No. 1, 09.09.2020, p. e91-e105.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Loft, L & Waldfogel, J 2020, 'Socioeconomic Status Gradients in Young Children's Well-Being at School', Child Development, vol. 92, no. 1, pp. e91-e105. https://doi.org/10.1111/cdev.13453

APA

Loft, L., & Waldfogel, J. (2020). Socioeconomic Status Gradients in Young Children's Well-Being at School. Child Development, 92(1), e91-e105. https://doi.org/10.1111/cdev.13453

Vancouver

Loft L, Waldfogel J. Socioeconomic Status Gradients in Young Children's Well-Being at School. Child Development. 2020 Sep 9;92(1):e91-e105. https://doi.org/10.1111/cdev.13453

Author

Loft, Lisbeth ; Waldfogel, Jane. / Socioeconomic Status Gradients in Young Children's Well-Being at School. In: Child Development. 2020 ; Vol. 92, No. 1. pp. e91-e105.

Bibtex

@article{ba5ec7f039b54ce38b0d0c48394684c9,
title = "Socioeconomic Status Gradients in Young Children's Well-Being at School",
abstract = "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.",
keywords = "MENTAL-HEALTH, SOCIAL DETERMINANTS, IMMIGRANTS, PARENTS, METAANALYSIS, ADOLESCENCE, PERFORMANCE, ENVIRONMENT, ADJUSTMENT, SUPPORT",
author = "Lisbeth Loft and Jane Waldfogel",
year = "2020",
month = sep,
day = "9",
doi = "10.1111/cdev.13453",
language = "English",
volume = "92",
pages = "e91--e105",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "1",

}

RIS

TY - JOUR

T1 - Socioeconomic Status Gradients in Young Children's Well-Being at School

AU - Loft, Lisbeth

AU - Waldfogel, Jane

PY - 2020/9/9

Y1 - 2020/9/9

N2 - 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.

AB - 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.

KW - MENTAL-HEALTH

KW - SOCIAL DETERMINANTS

KW - IMMIGRANTS

KW - PARENTS

KW - METAANALYSIS

KW - ADOLESCENCE

KW - PERFORMANCE

KW - ENVIRONMENT

KW - ADJUSTMENT

KW - SUPPORT

U2 - 10.1111/cdev.13453

DO - 10.1111/cdev.13453

M3 - Journal article

C2 - 32909285

VL - 92

SP - e91-e105

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 1

ER -

ID: 255107579