scholarly journals The Influence of Socioeconomic Status and Academic Standing on Concussion-Reporting Intentions and Behaviors in Collegiate Athletes

2020 ◽  
pp. 152483992092028
Author(s):  
Landon B. Lempke ◽  
Michelle L. Weber Rawlins ◽  
Melissa N. Anderson ◽  
L. Stephen Miller ◽  
Robert C. Lynall ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Household Income ◽  
Parental Education ◽  
Collegiate Athletes ◽  
Grade Point ◽  
P Values ◽  
Reporting Behaviors ◽  
And Behaviors ◽  
Reporting Intentions

Concussion education have served as a keystone for improving concussion reporting. Numerous factors affecting concussion reporting have been explored; however, the role of socioeconomic status (SES) in reporting has not been established. We examined the influence of SES and academic achievement (high-school grade point average [HS-GPA] and American College Testing [ACT] composite scores) on athletes’ concussion-reporting intentions and behaviors. A cross-sectional study was employed among 191 athletes (94 female; age 19.3 ± 1.2 years). Athletes reported SES metrics (parental education and occupation, household income, HS-GPA, and ACT composite score) prior to their athletic season and completed a survey assessing symptom- and concussion-reporting intentions. Symptom- and concussion-reporting behaviors were assessed among athletes who experienced a concussion within the past year. SES was determined using the Hollingshead Four-Factor Index grouping athletes into SES strata. Athletes were grouped into low/high categories for academic achievement and household income variables. The 191 athletes were included for symptom- and concussion-reporting intentions analyses, while 46 and 41 were included for symptom- and concussion-reporting behavior, respectively. Nonparametric statistics with false discovery rate adjusted p values were employed. We found symptom- and concussion-reporting intentions, and symptom- and concussion-reporting behaviors were not significantly different based on SES strata (all p values ≥.64), household income (all p values ≥.64), HS-GPA (all p values ≥.24), or ACT scores (all p values ≥.25). Overall, SES and academic achievement may not play a role in understanding concussion reporting among middle- to high-SES collegiate athletes. Implementing policies targeting certain SES and academic levels might be an ineffective health care strategy for increasing reporting.

scholarly journals Association between socioeconomic status and dental caries among Chinese preschool children: a cross-sectional national study

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e042908
Author(s):  
Tingting Zhang ◽  
Jialan Hong ◽  
Xueting Yu ◽  
Qiulin Liu ◽  
Andi Li ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Preschool Children ◽  
Oral Health ◽  
Dental Caries ◽  
Household Income ◽  
Parental Education ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Index Of Inequality

ObjectivesSocioeconomic inequalities in oral health are often neglected in oral health promotion. This cross-sectional study assessed the association between dental caries and socioeconomic status (SES) among preschool children in China.DesignCross-sectional study.SettingData from the Fourth National Oral Health Survey of China (2015), comprising of 40 360 children aged 3–5 years was used.MethodsDental caries indicators including prevalence of dental caries, dental pain experience and number of decayed, missing and filling teeth (dmft). SES indicators included parental education and household income. The associations between SES and dental caries were analysed by using negative binomial regression or Poisson regression models according to data distribution. Relative and absolute inequalities in dental caries were quantified by using the Relative Index of Inequality (RII) and Slope Index of Inequality (SII), respectively.ResultsThere were significant associations between SES and prevalence of dental caries and dmft (p<0.001). Children from lower educated (RII 1.36, 95% CI 1.3 to 1.43; SII 0.97, 95% CI 0.81 to 1.13) and lower household income (RII 1.17, 95% CI 1.11 to 1.24; SII 0.55, 95% CI 0.35 to 0.75) families had higher dmft than those from well-educated and most affluent families. Relative and absolute inequalities in dental caries were larger in urban areas by household income, and in rural areas by parental education.ConclusionsAssociation between dental caries and SES was demonstrated and socioeconomic inequalities in dental caries existed among Chinese preschool children.

scholarly journals Association between parental socioeconomic status and offspring overweight/obesity from the China Family Panel Studies: a longitudinal survey

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e045433
Author(s):  
Suqin Ding ◽  
Jingqi Chen ◽  
Bin Dong ◽  
Jie Hu
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Regression Model ◽  
Household Income ◽  
Parental Education ◽  
Education Level ◽  
Longitudinal Survey ◽  
Average Household Income ◽  
Education Levels ◽  
Parental Socioeconomic Status

ObjectiveTo examine the association between parental socioeconomic status (SES) and the risk of offspring overweight/obesity and the changes of the association that occur as children grow older.DesignWe used data from the nationally representative longitudinal survey of the China Family Panel Studies of 2010 and its three follow-up waves in 2012, 2014 and 2016.ParticipantsA total of 6724 children aged 0–15 years old were included.Primary and secondary outcome measuresAverage household income and paternal and maternal education levels were used as SES indicators. Logistic regression model for panel data was used to examine the associations between SES indicators and child overweight/obesity. A restricted cubic spline linear regression model was used to estimate body mass index (BMI) trajectories with child growth across parental SES levels.ResultsCompared with the lowest education level (primary school or less), the ORs for fathers who had completed junior high school, senior high school and junior college or higher were 0.85 (95% CI 0.75 to 0.97), 0.77 (95% CI 0.64 to 0.92) and 0.72 (95% CI 0.55 to 0.93), respectively. The corresponding ORs for mothers were 0.76 (95% CI 0.67 to 0.86), 0.59 (95% CI 0.47 to 0.72) and 0.45 (95% CI 0.34 to 0.60), respectively. A negative association between parental education and offspring overweight/obesity was observed in the first 10 years but not in children 11–15 years old. BMI differences across parental education levels emerged from birth and widened before 6–7 years old, but decreased before adolescence. High average household income was related to a low risk of offspring overweight/obesity but not when parental education level was adjusted for.ConclusionHigh parental education levels were associated with a low risk of offspring overweight/obesity, especially before adolescence. Effective approaches need to be adopted in early childhood to reduce socioeconomic differences in overweight/obesity.

scholarly journals Race, Socioeconomic Status, and Cerebellum Cortex Fractional Anisotropy in Pre-Adolescents

Adolescents ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 70-94
Author(s):  
Shervin Assari ◽  
Shanika Boyce
Keyword(s):  
Socioeconomic Status ◽  
Racial Differences ◽  
Fractional Anisotropy ◽  
Household Income ◽  
Parental Education ◽  
Minority Groups ◽  
National Sample ◽  
Categorical Variables ◽  
Interaction Terms ◽  
The Right

Introduction: Cerebellum cortex fractional anisotropy is a proxy of the integrity of the cerebellum cortex. However, less is known about how it is shaped by race and socioeconomic status (SES) indicators such as parental education and household income. Purpose: In a national sample of American pre-adolescents, this study had two aims: to test the effects of two SES indicators, namely parental education and household income, on cerebellum cortex fractional anisotropy, and to explore racial differences in these effects. Methods: Using data from the Adolescent Brain Cognitive Development (ABCD) study, we analyzed the diffusion Magnetic Resonance Imaging (dMRI) data of 9565, 9–10-year-old pre-adolescents. The main outcomes were cerebellum cortex fractional anisotropy separately calculated for right and left hemispheres using dMRI. The independent variables were parental education and household income; both treated as categorical variables. Age, sex, ethnicity, and family marital status were the covariates. Race was the moderator. To analyze the data, we used mixed-effects regression models without and with interaction terms. We controlled for propensity score and MRI device. Results: High parental education and household income were associated with lower right and left cerebellum cortex fractional anisotropy. In the pooled sample, we found significant interactions between race and parental education and household income, suggesting that the effects of parental education and household income on the right and left cerebellum cortex fractional anisotropy are all significantly larger for White than for Black pre-adolescents. Conclusions: The effects of SES indicators, namely parental education and household income, on pre-adolescents’ cerebellum cortex microstructure and integrity are weaker in Black than in White families. This finding is in line with the Marginalization-related Diminished Returns (MDRs), defined as weaker effects of SES indicators for Blacks and other racial and minority groups than for Whites.

Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study

2018 ◽  
Vol 125 (5) ◽  
pp. 966-988 ◽  
Author(s):  
Elna de Waal ◽  
Anita E. Pienaar ◽  
Dané Coetzee
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Visual Perception ◽  
Rank Order ◽  
Spatial Relationships ◽  
Grade Point ◽  
North West ◽  
Perceptual Skills ◽  
The North ◽  
Perceptual Abilities

Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010–2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally ( r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement ( r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average ( r = .40 and r = .41) and first additional language ( r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.

scholarly journals The Role of Parental Education, Household Income, and Race on Parents’ Academic Beliefs and the Provision of Home Learning Opportunities for 4- to 8-Year-Old Children

2018 ◽  
Vol 8 (1) ◽  
pp. 118
Author(s):  
Peter Zheng ◽  
Melissa Libertus
Keyword(s):  
Academic Achievement ◽  
Household Income ◽  
Parental Education ◽  
Learning Opportunities ◽  
Hispanic Parents ◽  
Skill Sets ◽  
Home Learning ◽  
The Us ◽  
Academic Beliefs ◽  
Parents Education

Previous research has highlighted the importance of parents’ education, household income, and race for children’s academic achievement. In addition, these factors relate to their beliefs about their children’s academic achievement and their provision of opportunities to strengthen learning. However, direct comparisons of the unique roles of parents’ education, household income, and race are rare and the current study seeks to fill this gap. A heterogeneous sample of 398 parents of 4- to 8-year-old children in the US completed a survey assessing beliefs about the importance of math and reading/writing for their child, how frequently they provided learning opportunities in these skill sets at home, and demographic information. We found that parents’ education was significantly related to their beliefs about the school’s importance in teaching their child math, but when splitting our sample by race, this effect was only significant for White non-Hispanic parents. No significant effects were found for parents’ education on their beliefs about the importance of the school or home in teaching their child reading/writing. In addition, we found that household income was significantly related to parents’ beliefs about the school’s but not the home’s importance in teaching their child math. Finally, household income was found to be significantly related to parents’ beliefs about the home’s but not the school’s importance in teaching their child reading/writing, but this effect was only significant for African American parents. These results suggest that parents’ education and income play different roles in determining parents’ beliefs about the importance of the school or the home in teaching math and reading/writing to their child and these relations were modulated by race.

scholarly journals The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Xue Dong ◽  
Kaige Yang ◽  
Ruxin Zhang ◽  
Yuecheng Lv
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Self Esteem ◽  
Lower Socioeconomic Status ◽  
Grade Point ◽  
Mediating Role ◽  
Lower Socioeconomic ◽  
Health And Academic Achievement

This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results. (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.

scholarly journals Association between socioeconomic status and longitudinal sleep quality patterns mediated by depressive symptoms

SLEEP ◽  
2021 ◽  
Author(s):  
Ga Bin Lee ◽  
Hyeon Chang Kim ◽  
Ye Jin Jeon ◽  
Sun Jae Jung
Keyword(s):  
Socioeconomic Status ◽  
Depressive Symptoms ◽  
Sleep Quality ◽  
Household Income ◽  
Pittsburgh Sleep Quality Index ◽  
Multinomial Logistic Regression ◽  
Mental Healthcare ◽  
Mediation Effect ◽  
Multinomial Logistic Regression Model ◽  
Mediating Role

Abstract Study Objectives We aimed to examine whether associations between socioeconomic status (SES) and longitudinal sleep quality patterns are mediated by depressive symptoms. Methods We utilized data on 3347 participants in the Korean Genome and Epidemiology Study aged 40–69 years at baseline from 2001 to 2002 who were followed up for 16 years. A group-based modeling approach was used to identify sleep quality trajectories using the Pittsburgh Sleep Quality Index (years 2, 6, 8, 10, and 12). Educational attainment (college graduated or less), monthly household income (≥$2500 or less), and occupation (unemployed, manual labor, and professional labor) at baseline (year 0) were used for analyses. Depressive symptoms were assessed using Beck’s Depression Inventory at year 4. Associations between SES and sleep quality patterns were examined using a multinomial logistic regression model. The mediation effect of depressive symptoms was further examined using PROC CAUSALMED. Results We identified five distinct sleep quality trajectories: “normal-stable” (n = 1697), “moderate-stable” (n = 1157), “poor-stable” (n = 320), “developing to poor” (n = 84), and “severely poor-stable” (n = 89). Overall, associations between SES levels and longitudinal sleep patterns were not apparent after full adjustment for sociodemographic and lifestyle factors measured at baseline. Depressive symptoms, however, tended to fully mediate associations between SES levels and sleep quality patterns (odds ratio range for indirect effects of depressive symptoms: for education, 1.05-1.17; for income, 1.05-1.15). Conclusion A significant mediating role for depressive symptoms between SES levels and longitudinal sleep quality warrants consideration among mental healthcare professionals.

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