scholarly journals Children's mental and behavioral health, schooling, and socioeconomic characteristics during school closure in France due to COVID-19: the SAPRIS project

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Maëva Monnier ◽  
Flore Moulin ◽  
Xavier Thierry ◽  
Stéphanie Vandentorren ◽  
Sylvana Côté ◽  
...  
Keyword(s):  
Mental Health ◽  
Logistic Regression ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
Children’S Mental Health ◽  
School Closure ◽  
Children's Mental Health ◽  
Emotional Symptoms ◽  
Logistic Regression Models ◽  
Socioeconomic Characteristics

AbstractCOVID-19 limitation strategies have led to widespread school closures around the world. The present study reports children’s mental health and associated factors during the COVID-19 school closure in France in the spring of 2020. We conducted a cross-sectional analysis using data from the SAPRIS project set up during the COVID-19 pandemic in France. Using multinomial logistic regression models, we estimated associations between children’s mental health, children’s health behaviors, schooling, and socioeconomic characteristics of the children’s families. The sample consisted of 5702 children aged 8–9 years, including 50.2% girls. In multivariate logistic regression models, children’s sleeping difficulties were associated with children’s abnormal symptoms of both hyperactivity-inattention (adjusted Odds Ratio (aOR) 2.05; 95% Confidence Interval 1.70–2.47) and emotional symptoms (aOR 5.34; 95% CI 4.16–6.86). Factors specifically associated with abnormal hyperactivity/inattention were: male sex (aOR 2.29; 95% CI 1.90–2.76), access to specialized care prior to the pandemic and its suspension during school closure (aOR 1.51; 95% CI 1.21–1.88), abnormal emotional symptoms (aOR 4.06; 95% CI 3.11–5.29), being unschooled or schooled with assistance before lockdown (aOR 2.13; 95% CI 1.43–3.17), and tutoring with difficulties or absence of a tutor (aOR 3.25; 95% CI 2.64–3.99; aOR 2.47; 95% CI 1.48–4.11, respectively). Factors associated with children’s emotional symptoms were the following: being born pre-term (aOR 1.34; 95% CI 1.03–1.73), COVID-19 cases among household members (aOR 1.72; 95% CI 1.08–2.73), abnormal symptoms of hyperactivity/inattention (aOR 4.18; 95% CI 3.27–5.34) and modest income (aOR 1.45; 95% CI 1.07–1.96; aOR 1.36; 95% CI 1.01–1.84). Multiple characteristics were associated with elevated levels of symptoms of hyperactivity-inattention and emotional symptoms in children during the period of school closure due to COVID-19. Further studies are needed to help policymakers to balance the pros and cons of closing schools, taking into consideration the educational and psychological consequences for children.

scholarly journals Children's Mental and Behavioral Health, Schooling, Sociodemographic and Socioeconomic Characteristics During School Closure in France Due To COVID-19: The SAPRIS Project.

2021 ◽  
Author(s):  
Maëva Monnier ◽  
Flore Moulin ◽  
Xavier Thierry ◽  
Stéphanie Vandentorren ◽  
Sylvana Côté ◽  
...  
Keyword(s):  
Mental Health ◽  
Logistic Regression ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
Children’S Mental Health ◽  
School Closure ◽  
Children's Mental Health ◽  
Emotional Symptoms ◽  
Logistic Regression Models ◽  
Socioeconomic Characteristics

Abstract Background: COVID-19 limitation strategies have led to widespread school closures around the world. The present study reports children’s mental health and associated factors during the COVID-19 school closure in France in the spring of 2020. Methods: We conducted a cross-sectional analysis using data from the SAPRIS project set up during the COVID-19 pandemic in France. Using multinomial logistic regression models, we estimated associations between children’s mental health, children’s health behaviors, schooling, and sociodemographic and socioeconomic characteristics of the children’s families. Results: The sample consisted of 5702 children aged 8 to 9 years, including 50.2% girls. In multivariate logistic regression models, children’s sleeping difficulties were associated with children’s abnormal hyperactivity-inattention (adjusted Odds Ratio (aOR) 2.05; 95% Confidence Interval 1.70-2.47) and emotional symptoms (aOR 5.34; 95% CI 4.16-6.86). Factors specifically associated with abnormal hyperactivity/inattention were: male sex (aOR 2.29; 95% CI 1.90-2.76), access to specialized care prior to the pandemic and its suspension during school closure (aOR 1.51; 95% CI 1.21-1.88), abnormal emotional symptoms (aOR 4.06; 95% CI 3.11-5.29), being unschooled or schooled with assistance before lockdown (aOR 2.13; 95% CI 1.43-3.17), and tutoring with difficulties or absence of a tutor (aOR 3.25; 95% CI 2.64-3.99; aOR 2.47; 95% CI 1.48-4.11, respectively). Factors associated with children’s emotional symptoms were the following: being born pre-term (aOR 1.34; 95% CI 1.03-1.73), COVID-19 cases among household members (aOR 1.72; 95% CI 1.08-2.73), abnormal symptoms of hyperactivity/inattention (aOR 4.18; 95% CI 3.27-5.34) and modest income (aOR 1.45; 95% CI 1.07-1.96; aOR 1.36; 95% CI 1.01-1.84). Conclusions: Multiple characteristics were associated with elevated levels of symptoms of hyperactivity-inattention and emotional symptoms in children during the period of school closure due to COVID-19. Further studies are needed to help policymakers to balance the pros and cons of closing schools, taking into consideration the educational and psychological consequences for children.

scholarly journals The Impact on Children's Mental Health of School Closures to Prevent the Spread of the Novel Coronavirus (COVID-19)

2020 ◽  
Author(s):  
Yuma Ishimoto ◽  
Takahiro Yamane ◽  
Yuki Matsumoto ◽  
Katsutoshi Kobayashi
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Negative Impact ◽  
School Adjustment ◽  
Children’S Mental Health ◽  
School Closure ◽  
Children's Mental Health ◽  
After School ◽  
Emotional Symptoms ◽  
The Impact

In Japan, schools were suddenly closed all over the country with one month left at the end of the school year to prevent the spread of new coronavirus infections. Although previous studies have shown that quarantine and isolation have a negative impact on mental health, the impact of school closure on children's mental health is not clear. This study examined mental health indicators, such as emotional symptoms, in addition to behavior during school closure and anxiety after school resumes, among children in three primary schools for which survey data existed in December before school closure. No cases of infection have been confirmed in the area where the school was located at the time of the survey. As a result, anxiety about whether they would be able to return to their normal routine after school resumed was associated with mental health. In addition, there was a worsening of emotional symptoms in those who were in medium group of school adjustment as of December.

Domestic Violence Reported to the Police: Correlates of Victims’ Reporting Behavior and Support to Legal Proceedings

2016 ◽  
Vol 31 (3) ◽  
pp. 402-415 ◽  
Author(s):  
Rémi Boivin ◽  
Chloé Leclerc
Keyword(s):  
Domestic Violence ◽  
Logistic Regression ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
The Other ◽  
Individual Factors ◽  
Initial Report ◽  
Logistic Regression Models ◽  
Legal Proceedings ◽  
History Of

This article analyzes reported incidents of domestic violence according to the source of the complaint and whether the victim initially supported judicial action against the offender. Almost three quarters of incidents studied were reported by the victim (72%), and a little more than half of victims initially wanted to press charges (55%). Using multinomial logistic regression models, situational and individual factors are used to distinguish 4 incident profiles. Incidents in which the victim made the initial report to the police and wished to press charges are the most distinct and involve partners who were already separated at the time of the incident or had a history of domestic violence. The other profiles also show important differences.

scholarly journals Releasing the conceptual spring to construct multiplicative reasoning

2020 ◽  
Author(s):  
Karen Zwanch ◽  
Jesse L. M. Wilkins
Keyword(s):  
Logistic Regression ◽  
Educational Research ◽  
Regression Models ◽  
Middle Grades ◽  
Multinomial Logistic Regression ◽  
American Educational Research Association ◽  
Research Association ◽  
Multiplicative Reasoning ◽  
Logistic Regression Models ◽  
Quantitative Verification

Abstract Constructing multiplicative reasoning is critical for students’ learning of mathematics, particularly throughout the middle grades and beyond. Tzur, Xin, Si, Kenney, and Guebert [American Educational Research Association, ERIC No. ED510991, (2010)] conclude that an assimilatory composite unit is a conceptual spring to multiplicative reasoning. This study examines patterns in the percentages of students who construct multiplicative reasoning across the middle grades based on their fluency in operating with composite units. Multinomial logistic regression models indicate that students’ rate of constructing an assimilatory composite unit but not multiplicative reasoning in sixth and seventh grades is significantly greater than that in eighth and ninth grades. Furthermore, the proportion of students who have constructed multiplicative reasoning in sixth and seventh grades is significantly less than the proportion of those who have constructed multiplicative reasoning in eighth and ninth grades. One implication of this is the quantitative verification of Tzur, Xin, Si, Kenney, and Guebert’s (2010) conceptual spring. That is, students who construct assimilatory composite units early in the middle grades are likely to construct multiplicative reasoning; students who do not construct assimilatory composite units early in the middle grades likely do not construct multiplicative reasoning in the middle grades.

Adverse Childhood Experiences and School-Based Victimization and Perpetration

2017 ◽  
Vol 35 (3-4) ◽  
pp. 662-681 ◽  
Author(s):  
Myriam Forster ◽  
Amy L. Gower ◽  
Barbara J. McMorris ◽  
Iris W. Borowsky
Keyword(s):  
Logistic Regression ◽  
School Violence ◽  
Adverse Childhood Experiences ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
Self Report ◽  
Childhood Experiences ◽  
Logistic Regression Models ◽  
School Based ◽  
Adverse Childhood

Retrospective studies using adult self-report data have demonstrated that adverse childhood experiences (ACEs) increase risk of violence perpetration and victimization. However, research examining the associations between adolescent reports of ACE and school violence involvement is sparse. The present study examines the relationship between adolescent reported ACE and multiple types of on-campus violence (bringing a weapon to campus, being threatened with a weapon, bullying, fighting, vandalism) for boys and girls as well as the risk of membership in victim, perpetrator, and victim–perpetrator groups. The analytic sample was comprised of ninth graders who participated in the 2013 Minnesota Student Survey ( n ~ 37,000). Multinomial logistic regression models calculated the risk of membership for victim only, perpetrator only, and victim–perpetrator subgroups, relative to no violence involvement, for students with ACE as compared with those with no ACE. Separate logistic regression models assessed the association between cumulative ACE and school-based violence, adjusting for age, ethnicity, family structure, poverty status, internalizing symptoms, and school district size. Nearly 30% of students were exposed to at least one ACE. Students with ACE represent 19% of no violence, 38% of victim only, 40% of perpetrator only, and 63% of victim–perpetrator groups. There was a strong, graded relationship between ACE and the probability of school-based victimization: physical bullying for boys but not girls, being threatened with a weapon, and theft or property destruction ( ps < .001) and perpetration: bullying and bringing a weapon to campus ( ps < .001), with boys especially vulnerable to the negative effects of cumulative ACE. We recommend that schools systematically screen for ACE, particularly among younger adolescents involved in victimization and perpetration, and develop the infrastructure to increase access to trauma-informed intervention services. Future research priorities and implications are discussed.

scholarly journals Effects of Social Capital on Credit Access of Farming Households In Vietnam

2014 ◽  
Vol 220 ◽  
pp. 02-18
Author(s):  
HOÀI NGUYỄN TRỌNG ◽  
Bảo Trần Quang
Keyword(s):  
Social Capital ◽  
Logistic Regression ◽  
Rural Areas ◽  
Regression Models ◽  
Multinomial Logistic Regression ◽  
Credit Market ◽  
Influential Factor ◽  
Credit Access ◽  
Logistic Regression Models ◽  
Farming Households

Social capital is considered as an influential factor in economic transactions, including credit access. The research aims at testing relationships between components of social capital and credit access in Vietnam’s rural areas. The testing is conducted with binary logistic and multinomial logistic regression models. The results show that formal social network reduces possibility of getting access to formal credit, and households with wider formal social networks are likelier to belong to the group with access to semi-formal credit than the group with access to formal credit. Such conflicting results may come from specific characteristics of credit market in Vietnam’s rural areas.

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