multilevel linear regression
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Author(s):  
Ildikó Husz ◽  
Marianna Kopasz ◽  
Márton Medgyesi

AbstractSocial workers may play an important role in the implementation of welfare policies targeted at the poor. Their norms, beliefs, and attitudes form local anti-poverty programmes and affect discretionary practices with their clients. Despite this, we know little about how social workers’ exposure to poverty shapes their attitudes towards poverty and their causal attributions for poverty. This study investigates social workers’ poverty explanations and the extent to which they depend on the level of local poverty. Data from a survey conducted among Hungarian social workers were analysed using multilevel linear regression models. To measure local poverty, we used a composite index of poverty, as well as a subjective measure of exposure to poverty. Our analysis revealed that most social workers explained poverty with structural causes, but individual blame was also frequent. Contrary to our hypothesis, the level of local poverty did not significantly increase the adoption of structural explanations but did raise the occurrence of individualistic ones. However, the effect of local poverty was non-linear: social workers tended to blame the poor for their poverty in the poorest municipalities, where multiple disadvantages are concentrated, while moderate poverty did not lead to such opinions. Our results suggest that efforts should be made to improve the poverty indicator framework to better understand the phenomenon of spatial concentration of multiple disadvantages and its consequences for the poor.


Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 748-756
Author(s):  
Illya Fira ◽  
Ansofino Ansofino ◽  
Nora Susanti

This study aims to analyze: 1.) The effect of learning discipline on interest in learning 2.) The effect of learning motivation on interest in learning 3.) The effect of teacher teaching skills on interest in learning 4.) The effect of learning media on interest in learning 5.) To analyze learning discipline , learning motivation, teacher teaching skills and learning media simultaneously on online learning outcomes in economics class XII AKL SMK Negeri 2 Bukittinggi. The population of this study were students of class XII AKL SMK Negeri 2 Bukittinggi, amounting to 90 people. The sampling technique used was Stratified Sampling with a total sample of 62 people. The instrument used for this research is a closed questionnaire using the Multilevel Linear Regression test and hypothesis testing with t test and F test.The results of the study show that: (1) learning discipline greatly affects students' interest in learning, a greater influence is found in the sample group of non-current internet network ownership, this is because if internet access is inadequate it will affect students' interest in learning; (2) learning motivation greatly affects students' interest in learning, the biggest influence comes from students with poor internet access this is due to the lack of student motivation in distance learning because the network is less stable this affects interest in learning; (3) teacher's teaching skills greatly affect interest in learning, the greater influence comes from samples with ownership of internet access that is not smooth, this is because if internet access is lacking, the learning process changes from conventional to network that still does not master technology so that the learning process does not run. maximum ; (4) learning media greatly influences interest in learning, the biggest influence comes from samples of internet access that are not smooth, this is because not all students have internet access and difficulties in using the learning media provided, so that it will affect students' interest in learning.


2021 ◽  
Author(s):  
Elise Rivera ◽  
Jenny Veitch ◽  
Venurs HY Loh ◽  
Jo Salmon ◽  
Ester Cerin ◽  
...  

Abstract Background: Outdoor public recreation spaces are important settings for leisure and physical activity. Adolescents’ use of these spaces may be related to their social connectedness; however, research on this topic is limited. This study examined associations of frequency of visitation and physical activity in outdoor public recreation spaces with social connectedness among adolescents in Melbourne, Australia. Methods: Adolescents self-reported their frequency of visitation to parks, trails, beach/lake, and sports facilities; frequency of physical activity in a park, local street or path, and their street; and social connectedness. Separate analyses were conducted for visitation (n=349, 15.4±1.6 years, 58% female) and physical activity (n=441, 15.4±1.6 years, 59% female) using multilevel linear regression models. Results: No significant associations were observed for frequency of visitation to a park (B = 0.86, 95% CI= -0.26, 1.99), trails (B = 0.41, 95% CI= -0.61, 1.44), beach/lake (B = -0.44, 95% CI= -1.46, 0.57), or sports facilities (B =0.64, 95% CI= -0.43, 1.70), nor for frequency of physical activity in their street (B = -0.07, 95% CI= -0.46, 0.31), local streets/paths (B = -0.05, 95% CI= -0.43, 0.33) or in parks (B = 0.23, 95% CI= -0.14, 0.60) with adolescents’ social connectedness. Conclusions: The findings did not support the hypothesis that visiting and being active in outdoor public recreation spaces are associated with adolescents’ social connectedness. Future research should consider the duration and context of outdoor public recreation space use (e.g., sports, socialising, relaxing alone) and whether different types and/or a combination of public spaces are more/less conducive to social connectedness.


2021 ◽  
Vol 41 (3) ◽  
pp. 239-260
Author(s):  
Joacim Ramberg ◽  
Sara Brolin Låftman ◽  
Emma Fransson ◽  
Bitte Modin

It is a well-known fact that family background characteristics affect school achievement, and according to Swedish law, school should play a compensatory role to outweigh such differences. Previous research has demonstrated that a strong school ethos is associated with higher student achievement, but whether school ethos can play a compensatory role for family background has not been investigated to the same extent. This study examines whether the predictive capacity of students’ family background on school achievement is moderated by school ethos. Data were derived from 9,349 ninth grade students (15–16 years) and 2,176 teachers in 159 school units in Stockholm. Multilevel linear regression analyses showed that family background characteristics, as well as school ethos, were associated with student achievement. School ethos did not, however, moderate the association between family background and school achievement. The results suggest that school ethos does not play a compensatory role, but rather, promotes school achievement for all students alike.


2021 ◽  
pp. 136078042110235
Author(s):  
Angelica M Maineri ◽  
Peter Achterberg ◽  
Ruud Luijkx

Educational gaps are increasingly salient as skills and knowledge gain prominence in digital societies. E-privacy management, namely, the ability to control the flow of information about the self, is an important asset nowadays, since a skillful use of digital technologies enables full participation in social life and limits the exposure to unwarranted algorithmic processes. We investigate whether and why education affects e-privacy management, and whether the educational gaps vary following a country’s degree of digitalization. We empirically test two sets of mechanisms, one derived from the digital divide and diffusion of innovations theories and the other from the reflexive modernization theory. The study employs Eurobarometer 87.1 data ( N = 21,177), collected in 2017 among representative samples from 28 European countries, and uses multilevel linear regression model. Findings suggest that the years spent in education positively affect e-privacy management, and that this effect is largely mediated by digital skills and Internet use, and to a lesser extent by a reflexive mind-set. The educational gap in e-privacy management narrows in more digitalized countries.


2021 ◽  
pp. 1-31
Author(s):  
Amika S Wright ◽  
Marshall K Tulloch-Reid ◽  
Susan M Chang ◽  
Susan P Walker

Abstract Objective: To examine associations between maternal characteristics and feeding styles in Caribbean mothers. Design: Participants were mother-child pairs enrolled in a cluster randomized trial of a parenting intervention in 3 Caribbean islands. Maternal characteristics were obtained by questionnaires when infants were 6-8 weeks old. Items adapted from the Toddler Feeding Behaviour Questionnaire were used to assess infant feeding styles at age 1 year. Feeding styles were identified using factor analysis and associations with maternal characteristics assessed using multilevel linear regression. Setting: Health clinics in St. Lucia (n=9), Antigua (n=10) and Jamaica (n=20). Participants: 405 mother-child pairs from the larger trial. Results: Maternal depressive symptoms were associated with uninvolved (β= 0.38 [95%CI=0.14, 0.62]), restrictive (β= 0.44 [95%CI= 0.19, 0.69]) and forceful (β=0.31 [95%CI= 0.06, 0.57]) feeding; and inversely associated with responsive feeding (β= −0.30 [95%CI= −0.56, −0.05]).Maternal vocabulary was inversely associated with uninvolved (β= −0.31 [95%CI= −0.57, −0.06]), restrictive (β= −0.30 [95%CI= −0.56, −0.04]), indulgent (β= −0.47 [95%CI= −0.73, −0.21]) and forceful (β= −0.54 [95%CI= −0.81, −0.28]) feeding. Indulgent feeding was negatively associated with socioeconomic status (β= −0.27 [95%CI= −0.53, −0.00]) and was lower among mothers ≥35 years (β= −0.32 [95%CI= −0.62, −0.02]). Breastfeeding at 1 year was associated with forceful feeding (β= 0.41 [95%CI= 0.21, 0.61]). No significant associations were found between maternal education, body mass index, occupation and feeding styles. Conclusion: Services to identify and assist mothers with depressive symptoms may benefit infant feeding style. Interventions to promote responsive feeding may be important for, less educated, younger and socioeconomically disadvantaged mothers.


BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043049
Author(s):  
Chiamaka Chiedozie ◽  
Mark E Murphy ◽  
Tom Fahey ◽  
Frank Moriarty

AimTo apply the drug utilisation 90% (DU90%) indicator (the number of unique drugs which makes up 90% of a doctor’s prescribing) to general practitioner (GP) practices prescribing in England to examine time trends, practice-level variation, and relationships with practice characteristics, prescribing costs and low-value prescribing.Study designRetrospective cohort study.SettingPrimary care in England, using publicly available prescribing data available from the National Health Service (NHS) digital platform for 2013–2017.ParticipantsAll general practices in England (n=7620).Primary and secondary outcome measuresThe DU90% was calculated on an annual basis for each practice based on medication British National Formulary codes. Low-value prescribing was defined using NHS 2017 guidance (including lidocaine plasters, liothyronine, omega-3 supplements). Descriptive statistics were generated per year on time trends and practice-level variation in the DU90%. Multilevel linear regression was used to examine the practice characteristics (relating to staff, patients and deprivation of the practice area).ResultsAmong 7620 practices, mean DU90% ranged from 130.0 to 131.0 across study years, and regarding variation between practices, there was a 1.4-fold difference between the lowest and highest 5% of practices. A range of medications were included in the DU90% of virtually all practices, including atorvastatin, levothyroxine, omeprazole, ramipril, amlodipine, simvastatin and aspirin. A higher volume of prescribing was associated with a lower DU90%, while having more patients, higher proportions of patients who are women or aged ≥45 years, higher number of GPs working in the practice and being in a more deprived area were associated with a higher DU90%. Practices in higher quintiles of DU90% had higher levels of low-priority prescribing and prescribing costs.ConclusionGP practices typically use 130 different medications in the bulk of their prescribing. Higher DU90% was associated with higher levels of low-priority prescribing and prescribing costs. Increasing use of personal formularies may enhance prescribing quality and reduce costs.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Katrin Wolfova ◽  
Zsofia Csajbok ◽  
Anna Kagstrom ◽  
Ingemar Kåreholt ◽  
Pavla Cermakova

AbstractWe aimed to explore sex differences in the association of childhood socioeconomic position (SEP) with the level of cognitive performance and the rate of cognitive decline. We studied 84,059 individuals (55% women; mean age 64 years) from the Survey on Health, Ageing and Retirement in Europe. Sex differences in the association of childhood SEP (household characteristics at age 10) with the level of cognitive performance (verbal fluency, immediate recall, delayed recall) were analysed using multilevel linear regression. Structural equation modelling tested education, depressive symptoms and physical state as mediators. The relationship between childhood socioeconomic advantage and disadvantage and the rate of cognitive decline was assessed using linear mixed-effects models. Higher childhood SEP was associated with a higher level of cognitive performance to a greater extent in women (B = 0.122; 95% CI 0.092–0.151) than in men (B = 0.109; 95% CI 0.084–0.135). The strongest mediator was education. Childhood socioeconomic disadvantage was related to a higher rate of decline in delayed recall in both sexes, with a greater association in women. Strategies to prevent impaired late-life cognitive functioning, such as reducing childhood socioeconomic disadvantages and improving education, might have a greater benefit for women.


2021 ◽  
Vol 11 ◽  
Author(s):  
Xiang Qi

Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.


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