Mental health, gender, and higher education attainment.
Z Erziehwiss
; 27(1): 89-122, 2024.
Article
em En
| MEDLINE
| ID: mdl-38496784
ABSTRACT
We compared the mental health of higher education students with that of nonstudents. Moreover, we examined whether the mental health of students predicts their probability of obtaining a higher education degree, and whether the extent to which mental health affects educational attainment varies by gender. Drawing on a risk and resilience framework, we considered five facets of mental health that may be implicated in distinct ways in the educational attainment process positive attitude towards life, self-esteem, self-efficacy, negative affectivity, and perceived stress. We used data from a nationally representative panel study from Switzerland (Nstudentsâ¯= 2070, 42.8% male; Nnonstudentsâ¯= 3755, 45.9% male). The findings suggest that overall, the mental health of higher education students was relatively similar to that of nonstudents, although students exhibited slightly higher self-esteem, slightly weaker self-efficacy, greater negative affectivity, and higher levels of perceived stress. The effects of different facets of mental health on higher education degree attainment were mostly statistically and/or practically insignificant. However, positive attitudes towards life had a substantial positive effect on the probability of being awarded a higher education degree. Mental health was equally important for male and female students' educational attainment. Supplementary Information The online version of this article (10.1007/s11618-023-01187-3) contains supplementary material, which is available to authorized users.
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1
Coleções:
01-internacional
Base de dados:
MEDLINE
Idioma:
En
Revista:
Z Erziehwiss
Ano de publicação:
2024
Tipo de documento:
Article
País de afiliação:
Suíça