Positive association between depression and educational outcomes among young adults

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
I Smirnov ◽  
J Dementeva
Keyword(s):  
Academic Performance ◽  
Educational Outcomes ◽  
Standardized Test ◽  
Panel Study ◽  
Positive Association ◽  
Population Level ◽  
Data Set ◽  
Negatively Associated ◽  
Age Cohorts ◽  
Nationally Representative

Abstract It has been previously shown that depression is negatively associated with the academic performance of university students. These results, however, rely on university grades and, thus, do not allow comparison of students from different educational organizations. As a result, the relationship between academic performance and depression on a population level is not well known. We use data from the Russian panel study 'TrEC' that tracks 4,893 participants since 2011. This panel is nationally representative for one age cohorts (13-14 years old in 2011). The data set includes educational outcomes of students measured using standardized tests (PISA scores and scores at Unified State Examination). In 2018, participants filled PHQ-9. At that point, many of them were in the first year of their Master's programs. The prevalence of depression (PHQ-9 > = 10) was 20% for women and 11% for men. We find no association between PHQ-9 scores for women and their PISA scores, Pearson's r = 0.01 (CI95% = [-0.03, 0.06]), however we find positive association for men, r = 0.16 (CI95% = [0.11, 0.20]). This corresponds to a relative risk of being depressed for the highest performing men (PISA levels 5 and 6) of 1.6. This result holds after controlling for the socioeconomic status of participants and the fact of studying at university. For those participants who study at a university, it is possible to additionally control for the selectivity of their university as the average academic performance of enrollees is publicly available information for Russian universities. We find that the personal educational outcomes rather than the selectivity of the university explain the results. It is generally believed that educational outcomes are negatively associated with depression. We find no such association for women and a positive association for men. This result might be particular to Russia or to a certain age cohort. In any case, they highlight the need for more research in this area. Key message We use data from a nationally representative panel and find that educational outcomes measured by a standardized test are positively associated with depression for young men but not for young women.

scholarly journals Association between depression and educational outcomes among young adults

2021 ◽  
Author(s):  
Julia Dementeva ◽  
Ivan Smirnov
Keyword(s):  
Academic Performance ◽  
Depressive Symptoms ◽  
Educational Outcomes ◽  
Standardized Test ◽  
Population Level ◽  
Depression Symptoms ◽  
Grade Point ◽  
Negatively Associated ◽  
Age Cohorts ◽  
Nationally Representative

BackgroundHigher academic performance is known to be negatively associated with the odds and severity of depressive symptoms. These results, however, were mostly obtained by using data on students from one educational organization or by relying on relative measures of academic performance such as grade point average. As a result, the relationship between academic performance measured by standardized tests and depressive symptoms at the population level is less known.MethodsWe use the data from the Russian study 'Trajectories in Education and Careers' (N = 4,400). This panel is nationally representative for one age cohorts and includes information on educational outcomes measured by an internationally recognized standardized test (PISA) at the age of 15 along with self-reported depression symptoms 6 years later (PHQ-9). ResultsThe prevalence of depression was 20% among women and 12% among men. We find no association between PHQ-9 scores for women and their PISA scores, however we find positive linear association for men (r = 0.15; CI95% = [0.10, 0.20]). This results in an increase of risk of being depressed from 4% for low-performing men to 17% for high-performing men. This result holds after controlling for the socioeconomic status of participants, the fact of studying at university, and the selectivity of their university.ConclusionsIt is generally believed that higher academic performance is negatively associated with depression. Our results indicate that the association might be more complex than has been previously thought and that high academic performance might be a risk factor for depression.

scholarly journals A Longitudinal Analysis of the Association between Transition into Marriage and Life Satisfaction and Childhood Parental Divorce as a Moderator

2021 ◽  
Vol 59 (1) ◽  
pp. 113-125
Author(s):  
Yoonjoo Lee
Keyword(s):  
Life Satisfaction ◽  
Fixed Effects ◽  
Parental Divorce ◽  
Panel Study ◽  
Positive Association ◽  
Ordinary Least Squares ◽  
Social Selection ◽  
Data Set ◽  
Nationally Representative ◽  
Fixed Effects Regression

Previous research on the association between marriage and life satisfaction is limited due to the lack of attempts to investigate the time profiles of life satisfaction around marriage. This study addresses unresolved questions about the positive association between marriage and life satisfaction as well as tests if it is moderated by childhood parental divorce. Using 14 waves of the Korean Welfare Panel Study(N=3,890 individuals or 25,338 person-year observations), the author first used an ordinary least squares model with clustered standard errors and found that married people reported higher life satisfaction before marriage, compared to people who remained single during the survey. This result supports a social selection perspective. Next, the author used a fixed effects regression model and found that the transition into marriage was associated with an initial rise and subsequent decline in life satisfaction. Life satisfaction increased after reaching its lowest level in the third year of marriage. Life satisfaction after the transition into marriage was significantly higher than that observed three or more years prior to marriage. The result supports a social causation perspective. Such changing patterns were not moderated by parental divorce during childhood. This study advances the current literature on marriage and life satisfaction by using a nationally representative longitudinal data set as well as by testing social selection and causation perspectives.

scholarly journals The Negative Effect of Smartphone Use on Academic Performance May Be Overestimated: Evidence From a 2-Year Panel Study

2020 ◽  
Vol 31 (11) ◽  
pp. 1351-1362
Author(s):  
Andreas Bjerre-Nielsen ◽  
Asger Andersen ◽  
Kelton Minor ◽  
David Dreyer Lassen
Keyword(s):  
Academic Performance ◽  
Fixed Effects ◽  
Panel Study ◽  
Student Characteristics ◽  
Fixed Effects Model ◽  
Data Set ◽  
Course Characteristics ◽  
Negative Effect ◽  
Smartphone Use ◽  
The Relationship

In this study, we monitored 470 university students’ smartphone usage continuously over 2 years to assess the relationship between in-class smartphone use and academic performance. We used a novel data set in which smartphone use and grades were recorded across multiple courses, allowing us to examine this relationship at the student level and the student-in-course level. In accordance with the existing literature, our results showed that students’ in-class smartphone use was negatively associated with their grades, even when we controlled for a broad range of observed student characteristics. However, the magnitude of the association decreased substantially in a fixed-effects model, which leveraged the panel structure of the data to control for all stable student and course characteristics, including those not observed by researchers. This suggests that the size of the effect of smartphone usage on academic performance has been overestimated in studies that controlled for only observed student characteristics.

scholarly journals Have socio-economic inequalities in sugar purchasing widened? A longitudinal analysis of food and beverage consumer data from British households, 2014–2017

2020 ◽  
pp. 1-12
Author(s):  
Nicolas Berger ◽  
Steven Cummins ◽  
Richard D Smith ◽  
Laura Cornelsen
Keyword(s):  
Panel Study ◽  
Population Level ◽  
Population Based ◽  
Food Groups ◽  
Household Level ◽  
Food And Beverages ◽  
Sweetened Beverages ◽  
Food And Beverage ◽  
Nationally Representative ◽  
Economic Inequalities

Abstract Objective: To examine socio-economic inequalities in decreases in household sugar purchasing in Great Britain (GB). Design: Longitudinal, population-based study. Setting: Data were obtained from the GB Kantar Fast-Moving Consumer Goods (FMCG) panel (2014–2017), a nationally representative panel study of food and beverages bought and brought into the home. We estimated changes in daily sugar purchases by occupational social grade from twenty-three food groups, using generalised estimating equations (household-level clustering). Participants: British households who regularly reported food and beverages to the GB Kantar FMCG (n 28 033). Results: We found that lower social grades obtained a lower proportion of sugar from healthier foods and a greater proportion of sugar from less healthy foods and beverages. In 2014, differences in daily sugar purchased between the lowest and the highest social grades were 3·9 g/capita/d (95 % CI 2·9, 4·8) for table sugar, 2·4 g (95 % CI 1·8, 3·1) for sugar-sweetened beverages, 2·2 g (95 % CI 1·5, 2·8) for chocolate and confectionery and 1·0 g (95 % CI 0·7, 1·3) for biscuits. Conversely, the lowest social grade purchased less sugar from fruits (2·1 g (95 % CI 1·5, 2·8)) and vegetables (0·7 g (95 % CI 0·5, 0·8)) than the highest social grade. We found little evidence of change in social grade differences between 2014 and 2017. These results suggest that recent overall declines in sugar purchases are largely equally distributed across socio-economic groups. Conclusions: This suggests that recent population-level policy activity to reduce sugar consumption in GB does not appear to exacerbate or reduce existing socio-economic inequalities in sugar purchasing. Low agency, population-level policies may be the best solution to improving population diet without increasing inequalities.

Educational Outcomes of a Cohort of Children With Autism Who Received Early Intensive Behavioral Intervention

2021 ◽  
pp. 002246692110363
Author(s):  
Adele F. Dimian ◽  
Jason J. Wolff ◽  
Frank J. Symons
Keyword(s):  
Special Education ◽  
Behavioral Intervention ◽  
Educational Outcomes ◽  
Standardized Test ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Early Intensive Behavioral Intervention ◽  
Data Set ◽  
Children With Asd ◽  
Intensive Behavioral Intervention

Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD, who received EIBI, into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children who received EIBI. Medicaid records were utilized to create a cross-systems data set of 3- to 5-year-old children with ASD ( n = 667). Most students were placed in general education and males and White students were more likely to receive special education services for ASD. Only half of the students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.

Is It the Music or Is It Selection Bias? A Nationwide Analysis of Music and Non-Music Students’ SAT Scores

2013 ◽  
Vol 61 (2) ◽  
pp. 175-194 ◽  
Author(s):  
Kenneth Elpus
Keyword(s):  
High School ◽  
Fixed Effects ◽  
Standardized Test ◽  
The United States ◽  
Music Students ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
Data Set ◽  
Nationally Representative ◽  
Fixed Effects Regression

This study examined the college entrance examination scores of music and non-music students in the United States, drawing data from the restricted-use data set of the Education Longitudinal Study of 2002 (ELS), a nationally representative education study ( N = 15,630) conducted by the National Center for Education Statistics. Analyses of high school transcript data from ELS showed that 1.127 million students (36.38% of the U.S. class of 2004) graduated high school having earned at least one course credit in music. Fixed-effects regression procedures were used to compare standardized test scores of these music students to their non-music peers while controlling for variables from the domains of demography, prior academic achievement, time use, and attitudes toward school. Results indicated that music students did not outperform non-music students on the SAT once these systematic differences had been statistically controlled. The obtained pattern of results remained consistent and robust through internal replications with another standardized math test and when disaggregating music students by type of music studied.

Childhood Intelligence Predicts Adult Trait Openness

2016 ◽  
Vol 37 (2) ◽  
pp. 105-111 ◽  
Author(s):  
Adrian Furnham ◽  
Helen Cheng
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Social Background ◽  
Study Data ◽  
Equation Modeling ◽  
Direct Effects ◽  
Data Set ◽  
National Child Development Study ◽  
Nationally Representative ◽  
The Uk

Abstract. This study used a longitudinal data set of 5,672 adults followed for 50 years to determine the factors that influence adult trait Openness-to-Experience. In a large, nationally representative sample in the UK (the National Child Development Study), data were collected at birth, in childhood (age 11), adolescence (age 16), and adulthood (ages 33, 42, and 50) to examine the effects of family social background, childhood intelligence, school motivation during adolescence, education, and occupation on the personality trait Openness assessed at age 50 years. Structural equation modeling showed that parental social status, childhood intelligence, school motivation, education, and occupation all had modest, but direct, effects on trait Openness, among which childhood intelligence was the strongest predictor. Gender was not significantly associated with trait Openness. Limitations and implications of the study are discussed.

Correlative Study of Bone-Related Biochemicals and Endocrine Changes in Perimenopausal Women in Enugu, Nigeria.

2020 ◽  
Vol 23 ◽  
Author(s):  
Chinwe Ifeoma Ikegwuonu ◽  
Ikenna Kingsley Uchendu ◽  
Chukwudi Ignatius Maduka
Keyword(s):  
Inorganic Phosphate ◽  
Premenopausal Women ◽  
Positive Association ◽  
Biochemical Changes ◽  
Health Conditions ◽  
Hormonal Changes ◽  
Negatively Associated ◽  
Perimenopausal Women ◽  
Endocrine Parameters ◽  
Apparently Healthy

Background and Objective: Perimenopause is a physiological occurrence in women, and is characterized by endocrine and biochemical changes. During perimenopause phase, many derangements or abnormal health conditions start developing as a result of hormonal changes. These derangements in health conditions and biochemical changes lead to higher incidence of metabolic syndrome (MetS) occurrence with or without bone involvement. There is scarcity of information on MetS in Enugu, Southern Nigeria and there is no available data on the correlation of selected bone-related biochemicals with endocrine parameters and MetS in perimenopausal women from the region. Material and Methods: We consecutively sampled 200 apparently healthy women, and categorized them into 120 perimenopausal women (age ( Results: Calcium was predominantly high in the three criteria (p<0.05). LH and FSH showed positive correlation with FPG while E2 was negatively associated with FPG. Similarly LH showed positive association with inorganic phosphate while E2 was negatively associated with alkaline phosphatase (p<0.05). Conclusion: Perimenopausal women are at higher risk for developing osteoporosis than premenopausal women. This emphasizes the need for timely diagnosis of osteoporosis in perimenopausal women.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

scholarly journals The COVID Connection: Pandemic Anxiety, COVID-19 Comprehension, and Digital Confidence

2021 ◽  
pp. 000276422110031
Author(s):  
Laura Robinson ◽  
Jeremy Schulz ◽  
Øyvind N. Wiborg ◽  
Elisha Johnston
Keyword(s):  
Logistic Models ◽  
The United States ◽  
Sociodemographic Factors ◽  
Future Research ◽  
Lower Probability ◽  
Data Set ◽  
Digital Inequality ◽  
Partner Status ◽  
General Anxiety ◽  
Nationally Representative

This article presents logistic models examining how pandemic anxiety and COVID-19 comprehension vary with digital confidence among adults in the United States during the first wave of the pandemic. As we demonstrate statistically with a nationally representative data set, the digitally confident have lower probability of experiencing physical manifestations of pandemic anxiety and higher probability of adequately comprehending critical information on COVID-19. The effects of digital confidence on both pandemic anxiety and COVID-19 comprehension persist, even after a broad range of potentially confounding factors are taken into account, including sociodemographic factors such as age, gender, race/ethnicity, metropolitan status, and partner status. They also remain discernable after the introduction of general anxiety, as well as income and education. These results offer evidence that the digitally disadvantaged experience greater vulnerability to the secondary effects of the pandemic in the form of increased somatized stress and decreased COVID-19 comprehension. Going forward, future research and policy must make an effort to address digital confidence and digital inequality writ large as crucial factors mediating individuals’ responses to the pandemic and future crises.

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