Showing papers in "Child Indicators Research in 2023"
TL;DR: In this paper , the authors examined the prevalence of sibling and school bullying before and during the COVID-19 pandemic in Indonesia and investigated the subjective well-being (SWB) of children who were bullied or never bullied during the pandemic.
Abstract: The aims of this study are threefold. The first aim is to examine the prevalence of sibling and school bullying before and during the COVID-19 pandemic in Indonesia. The second aim is to investigate the subjective well-being (SWB) of children who were bullied or never bullied before and during COVID-19. The third aim is to investigate factors associated with sibling and school bullying before and during the COVID-19 pandemic. This study uses two separate cross-sectional datasets from the Children’s Worlds survey in Indonesia. Data in Study 1 were collected in October 2017 (N = 12,794; 48.2% boys; 51.8% girls, mean age = 10.56), while data in Study 2 were collected from July to September 2021 (N = 2,222; 46.1% boys; 53.9% girls; mean age = 10.77). Five items were used to measure sibling and school bullying. The five-item version of the Children’s Worlds Subjective Well-Being Scale (CW-SWBS5) was used as the SWB indicator. Three groups of independent variables (family, friends and school climate) were analysed using linear regression to investigate the contribution of each variable to sibling and school bullying. Results show that the prevalence of sibling bullying during the COVID-19 pandemic is higher than before the pandemic, while the frequency of school bullying incidents during COVID-19 is lower than before COVID-19. SWB scores of children during COVID-19 are lower than SWB scores of children before the COVID-19 pandemic, both for bullied or never-bullied children. The fact that children report that parents listen to them and take what they say into account is positively associated with a lower frequency of being bullied at home before and during COVID-19 and being bullied at school only during the pandemic. Although samples are not strictly comparable, the SWB indicators used in both studies showed sensitivity to the changes in children’s lives in previous studies. Therefore, the SWB indicators are supposed to be sensitive to changes associated with children’s new everyday life COVID-19 has implied.
4 citations
3 citations
TL;DR: This article investigated children's wellbeing experiences at school, including their hedonic ( feeling good) and eudaimonic ( doing good) accounts, and found that children experienced doing well as equating to academic attainment, conveying a fixation with test scores, using language of 'correctness' and efficiency.
Abstract: Abstract This phenomenological inquiry investigated children’s wellbeing experiences at school, including their hedonic ( feeling good) and eudaimonic ( doing good) accounts, a distinction often overlooked. Further, while phenomenological inquiries of children’s mental ill-health exist, wellbeing, a fundamental part of mental health, is neglected. This is at odds with positive psychology which favours strengths-based approaches to studying human development. Phenomenology provides rich detail, facilitating deeper understanding of why and how certain factors affect wellbeing, as described by children themselves. A sample of 15 children (aged 9–11), attending one English primary school broadly representative of the national socio-demographic, engaged in interviews. Children’s experiences of ‘feeling good’ at school were characterised by: an interdependence on peers’ emotional states (described as ‘a domino effect’), a need to feel cared for by, and trust, adults, and desire for autonomy over their time. Children attributed mistrust in adults to adults disregarding seemingly incidental events which felt significant to children. Children experienced ‘doing well’ as equating to academic attainment, conveying a fixation with test scores, using language of ‘correctness’ and efficiency. Shame pervaded when ‘correctness’ was not achieved, with children describing being ridiculed for poor test scores. Recommendations for schools to support children’s hedonia include prioritising wellbeing curricula and emotional literacy, greater staff reflexivity, and prioritisation of pupil voice. To foster children’s eudaimonia, recommendations include the need for teachers to provide formative, personalised feedback for pupils focused on the learning process, and the need for Government to embrace a range of ways pupils can feel successful beyond academic attainment.
2 citations
TL;DR: In this article , a detailed account of the digitally deprived children in Europe, according to the latest available wave of the European Union - Statistics on Income and Living Conditions (EU-SILC), is provided.
Abstract: Abstract The COVID-19 pandemic has completely changed the need for internet connectivity and technological devices across the population, but especially among school-aged children. For a large proportion of pupils, access to a connected computer nowadays makes the difference between being able to keep up with their educational development and falling badly behind. This paper provides a detailed account of the digitally deprived children in Europe, according to the latest available wave of the European Union – Statistics on Income and Living Conditions (EU-SILC). We find that 5.4% of school-aged children in Europe are digitally deprived and that differences are large across countries. Children that cohabit with low-educated parents, in poverty or in severe material deprivation are those most affected.
2 citations
TL;DR: In this paper , the cross-cultural validity of the Children's Worlds - Subjective Well-being Scale (CS-SWBS-8-year-old version), a six-item subjective well-being scale in an international sample of 8-year olds (N = 20,822) across 19 countries, was examined.
Abstract: Abstract Research on child well-being under 10 years old is limited. A first step towards stimulating research targeting this population is the validation of psychometric scales across cultures. The current study examines the cross-cultural validity of the Children’s Worlds - Subjective Well-being Scale (CS-SWBS-8-year-old version), a six-item subjective well-being scale in an international sample of 8-year-olds (N = 20,822) across 19 countries. A confirmatory factor analysis of the CW-SWBS-8yo showed adequate fit after structural equation modelling. Multi-group analysis supported scalar invariance when one of the countries (Chile) was not included in the model. When testing convergent validity, results suggested that the CW-SWBS-8yo is predicted by life satisfaction, positive affect, and negative affect. Overall, the findings support the use of the CW-SWBS-8yo in 8 year-olds in both eastern and western countries.
1 citations
TL;DR: In this paper , the authors examined the role of neighbourhood, what Bronfenbrenner describes as an element in the exosystem, as a protective asset for adolescents' social and emotional wellbeing.
Abstract: Abstract To examine the role of neighbourhood, what Bronfenbrenner describes as an element in the exosystem, as a protective asset for adolescents’ social and emotional wellbeing. The study used a subset of national data reported by adolescents and their parents from the Longitudinal Study of Australian Children (LSAC). A linear mixed-effect model was used to estimate the association between neighbourhood indicators and trajectories in a measure of social and emotional wellbeing (the SDQ Total Difficulties score) at ages 12–13, 14–15 and 16–17, controlling for age and sex, peer and family relationships and household material resources. The analysis revealed that parents’ perceptions of belonging and their subjective assessments of the condition of housing in the neighbourhood, as well as externally sourced data on neighbourhood accessibility and socio-economic status, were significantly associated with adolescents’ total difficulties scores over time. The findings revealed the role of neighbourhood level protective assets as a potential influence on adolescents’ social and emotional wellbeing. Greater attention should be given to understanding the complex interactions between the resources mobilised by individuals and their families, and the influence of wider environments and social structures on young people’s social and emotional wellbeing.
TL;DR: This article investigated the patterns of exposure to neighbourhood deprivation experienced by children in Aotearoa New Zealand over the first eight years of life by utilising two different methodological approaches: at the macro-level, the results of the sequence and cluster analysis suggest that in general, children experienced little neighbourhood mobility; at micro-level children experienced greater levels of movement between different levels of neighbourhood deprivation in middle childhood, compared to early childhood, while children in the least and most deprived neighbourhoods experienced less mobility than their peers.
Abstract: Abstract Neighbourhood effects research has benefited from the application of sequence analysis which, together with cluster analysis, identifies the main temporal patterns of exposure to residential contexts experienced by different groups of people, such as children. However, given that this is a relatively new approach to measuring exposure to neighbourhood deprivation, studies that have utilised sequence analysis to model residential trajectories and test for neighbourhood effects do not contextualise these population-level findings at the individual-level. The current study sought to investigate the patterns of exposure to neighbourhood deprivation experienced by children in Aotearoa New Zealand over the first eight years of life by utilising two different methodological approaches: at the macro-level, the results of the sequence and cluster analysis suggest that in general, children experienced little neighbourhood mobility; at the micro-level, children experienced greater levels of movement between different levels of neighbourhood deprivation in middle childhood, compared to early childhood, while children in the least and most deprived neighbourhoods experienced less mobility than their peers. Together, these findings provide a comprehensive description of the ways in which children are exposed to different residential contexts over time and advance our understandings of how to document these experiences effectively within quantitative research.
TL;DR: In this paper , the authors used the Mokken Scale Analysis to determine the construct validity of the BIC-S, and a Pearson correlation coefficient between well-being and the quality of rearing environment was used to determine convergent validity.
Abstract: Abstract Background In line with the legal duty to monitor the compliance of policy and practice with the Convention on the Rights of the Child, the Netherlands’ Ombudsman for Children collects data concerning children’s views about their rearing environment and well-being. This Children’s Rights Monitor uses the Best Interests of the Child Self-Report (BIC-S). The psychometric properties of the BIC-S need to be further investigated. Method For the 2018 Children’s Rights Monitor, 1639 children (age: M = 12.05 SD = 2.70) completed the BIC-S (quality of rearing environment) and value their life on a scale of 1 to 10 (well-being). Mokken Scale Analysis was applied to determine the construct validity, and a Pearson correlation coefficient between well-being and the quality of rearing environment was used to determine the convergent validity of the BIC-S. Results The results of the Mokken Scale Analysis reveal an invariant, strong, and reliable family scale (H = 0.60; Rho = 0.88) and an invariant, moderate, and reliable society scale (H = 0.45; Rho = 0.81). Two conditions (safe wider physical environment and adequate examples in society) should be viewed as separate items. Strong and significant correlations are observed between well-being, on the one hand, and the family and society scales on the other (respectively, r = 0.54 and 0.63). Implications Results of this study point to a reliable and valid BIC-S for measuring the quality of the rearing environment. This instrument can be used to bring policy, practice, and decision-making in line with Children’s Rights.
TL;DR: In this paper , a study with 10,795 Compulsory Secondary Education students (Asturias, Spain) seeks to determine what behaviours are considered school bullying, to what extent they are witnessed, and what the typical reactions to bullying are.
Abstract: Abstract This study, carried out with 10,795 Compulsory Secondary Education students (Asturias, Spain), seeks to determine what behaviours are considered school bullying, to what extent they are witnessed, and what the typical reactions to bullying are. To gather the data, a 19-item questionnaire was used, with a high degree of reliability (α = 0.85). Regarding the results, most of the students have a concept of bullying generally related to the use of physical force, although the behaviours witnessed with the greatest frequency are insults, social exclusion, or damaging belongings. As for their reaction, students tend to assume the role of a proactive witness, the tendency being to ask an adult for help. Nevertheless, there are many students whose knowledge and recognition of bullying is scarce, and who, by choice, limit themselves to observing. The results are useful for designing educational actions aimed at the intervention and prevention of school bullying.
TL;DR: In this article , the authors present the results of the implementation of the C.W.-SMILE tool that recorded child well-being in the second semester of the 2020-2021 school year.
Abstract: This research paper aims to present the results of the implementation of the C.W.-SMILE tool that recorded child well-being in the second semester of the 2020-2021 school year. This is the fifth round of this ongoing diachronic research. The C.W.-SMILE tool consists of six dimensions: home conditions (D.1), nutrition (D.2), unemployment of guardians (D.3), free healthcare (D.4), moral education (D.5), and leisure (D.6). The first three dimensions concern children's economic well-being, while the latter three dimensions determine children's non-economic well-being. Based on welfare economics, the combination of economic well-being and non-economic well-being constitutes children's general (social) well-being. Each dimension consists of Simple Indicators. The paper also presents the results of the school year as a whole, to help investigate the evolving impact of the COVID-19 pandemic on children's well-being for more periods. The tool was used to measure the well-being of children in Attica, through questionnaires that were circulated in 22 public schools and three support centers of the organization 'The Smile of the Child' (25 units in total). The sample consisted of 509 children, belonging to three distinct school categories. The results of the second semester are mapped in seven clusters (relating to seven socio-economically homogenous groups of municipalities in Attica). Analysis of the results of the school year 2020-2021 was done based on the data collected from a sample of 1,623 children; in other words, it took into account the data relating to the entire samples that were surveyed in the first and second semesters. The central outcomes of all the previous rounds of the research are verified through a principal component analysis (PCA), and a multiple correspondence analysis (MCA) which are employed for the fifth round. Finally, the paper suggests an action plan of social welfare based on a ChoiCo game designed for the needs of the fifth round of the C.W.-SMILE research.
TL;DR: In this article , the authors investigated the measurement invariance of a brief self-report measure of childhood social-emotional competencies, the Middle Childhood Survey: Social-Emotional Learning (MCS-SEL), across demographic subgroups.
Abstract: Abstract This study investigates the measurement invariance of a brief self-report measure of childhood social-emotional competencies, the Middle Childhood Survey: Social-Emotional Learning (MCS-SEL), across demographic subgroups. Invariance was tested simultaneously among subgroups of children aged 11–12 years that were differentiated by sex (male, female) and main language spoken at home (English, not English). Multi-group confirmatory factor analysis evaluated structural and item-level invariance using two random, independent samples of 2,000 students (500 per demographic strata) selected by disproportionate sampling from the New South Wales Child Development Study (NSW-CDS) population cohort. The measure achieved full configural, metric, scalar, and residual invariance across all demographic subgroups, validating its utility for assessing middle childhood social-emotional competencies at a population-level.
TL;DR: The authors found that in Ghana, the prevalence of children left home alone without adult supervision increased by 8.5% between 2011 and 2018, an increase of more than 500,000 children over seven years.
Abstract: Abstract Research from industrialized settings has linked inadequate child supervision with various negative consequences. Nevertheless, empirical research in lower- and middle-income countries about correlates of inadequate child supervision has been scarce. The few studies that exist tended to focus on individual- and household-level factors, and reported associations that are not significant or in mixed directions depending on the context. Structural factors are left underexplored, but taking a more macro-level lens in settings with high regional disparities can hold the key to explaining increases in prevalence of inadequate child supervision. Exploring the evolution over time of child supervision practices can also enrich this explanation. We use data from two rounds of Ghana Multiple Indicator Cluster Surveys to examine factors associated with children left home alone, and employ regional analysis using strata-level mixed effects. We found that in Ghana, the prevalence of children left home alone without adult supervision increased by 8.5% between 2011 and 2018 – an increase of more than 500,000 children over seven years. Statistical analyses suggest that variation between regions likely are associated with the growth of inadequate child supervision in this country. Future research should pay closer attention to how structural conditions, proxied by regions, can serve as either barriers or facilitators to adequate child supervision practices, helping shed light on residual variance unexplained by individual- and household-level factors.