DataSheet1_Psychosocial School Conditions and Mental Wellbeing Among Mid-adolescents: Findings From the 2017/18 Swedish HBSC Study.PDF

Objectives: To investigate mid-adolescent boys’ and girls’ experiences of school demands, teacher support, and classmate support, and explore the associations of these factors with mental wellbeing.
Methods: Data were derived from the Swedish Health Behaviour in School-aged Children (HBSC) study of 2017/18, with information collected among 1,418 students in grade 9 (∼15–16 years). School demands, teacher support, and classmate support were measured by indices based on three items each. Mental wellbeing was measured by the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS). Linear regression analyses were performed.
Results: Higher demands were associated with lower mental wellbeing. Conversely, mental wellbeing increased with greater teacher support and classmate support. Interactions between demands and the support variables showed that at the lowest levels of teacher and of classmate support, mental wellbeing was low and not associated with school demands. With increasing levels of teacher and classmate support, the overall level of mental wellbeing increased and revealed an inverse association between school demands and mental wellbeing.
Conclusion: The study contributes with knowledge about how psychosocial conditions in school may hinder or enhance wellbeing among students.

研究目的：探究青春期中期男、女生对学校学业要求、教师支持与同伴支持的感知体验，并探索上述因素与心理健康福祉的关联。
研究方法：数据源自2017/18学年瑞典学龄儿童健康行为（Health Behaviour in School-aged Children, HBSC）研究，共纳入1418名九年级（约15~16岁）学生作为研究对象。学校学业要求、教师支持及同伴支持均采用各含3个条目的指标进行测量；心理健康福祉采用简版沃里克-爱丁堡心理健康量表（Short Warwick-Edinburgh Mental Wellbeing Scale, SWEMWBS）进行评估。本研究采用线性回归分析方法开展数据分析。
研究结果：更高的学校学业要求与更低的心理健康福祉水平呈显著负相关。与之相反，教师支持与同伴支持程度越高，学生的心理健康福祉水平也越高。学业要求与两类支持变量的交互效应分析显示：当教师支持及同伴支持处于最低水平时，学生心理健康福祉水平偏低，且与学校学业要求无显著关联；随着教师支持与同伴支持水平的提升，学生整体心理健康福祉水平升高，此时学校学业要求与心理健康福祉间呈现出显著的负相关关系。
研究结论：本研究揭示了学校心理社会环境如何阻碍或提升学生的心理健康福祉，为相关领域提供了新的认知依据。