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Mental health, gender, and higher education attainment

Burger, Kaspar; Strassmann Rocha, Diego (2024). Mental health, gender, and higher education attainment. Zeitschrift für Erziehungswissenschaft, 27(1):89-122.

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 (N$_{students}$ = 2070, 42.8% male; N$_{nonstudents}$ = 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.

Additional indexing

Other titles:Psychische Gesundheit, Geschlecht und Hochschulabschluss
Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Sociology
06 Faculty of Arts > Jacobs Center for Productive Youth Development
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Tertiary education, Risk/resilience, Gender, Sociology, Panel study, Life course
Language:English
Date:1 February 2024
Deposited On:13 Sep 2023 12:05
Last Modified:29 Jan 2025 02:39
Publisher:Springer
ISSN:1434-663X
OA Status:Hybrid
Publisher DOI:https://doi.org/10.1007/s11618-023-01187-3
PubMed ID:38496784
Project Information:
  • Funder: University of Zurich
  • Grant ID:
  • Project Title:
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