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  • 1.
    Brolin Låftman, Sara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Modin, Bitte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Östberg, Viveca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Hoven, Hanno
    Plenty, Stephanie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Effort-reward imbalance in the school setting: associations with Somatic pain and self-rated health2015Inngår i: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 43, nr 2, s. 123-129Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Aims: According to the workplace theory of effort-reward imbalance (ERI), individuals who perceive a lack of reciprocity between their effort spent at work and the rewards received in turn are at an increased risk of stress-related ill-health. It is also assumed that being overcommitted to work is linked to an increased risk of stress-related ill-health. This study applies the effort-reward imbalance model to the school setting. It aims to analyse the associations that effort-reward imbalance and overcommitment share with somatic pain and self-rated health among adolescents. Methods: Data are from the School Stress and Support Study (TriSSS), involving students in grades 8 and 9 (ages 14-16 years) in two schools in Stockholm, Sweden, during 2010 (n=403). Information on effort-reward imbalance and health outcomes was gathered from self-report questionnaires. An adjusted short version of ERI was used. Factor analysis showed that extrinsic effort, reward and overcommitment constitute three distinct dimensions. The designed measures demonstrated sound psychometric properties both for the full sample and for subgroups. Ordered logistic regressions were conducted. Results: The analyses showed that low reward and higher overcommitment were associated with greater somatic pain and poorer self-rated health. Furthermore, effort-reward imbalance was linked with an elevated risk of somatic pain and poorer self-rated health. Conclusions: Students are more likely to experience stress-related ill-health when they perceive an imbalance between their effort and rewards. In addition, high overcommitment is associated with an increased risk of ill-health among students.

  • 2.
    Modin, Bitte
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Plenty, Stephanie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI). Institute for Futures Studies (IFFS), Sweden.
    Brolin Låftman, Sara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Bergström, Malin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Berlin, Marie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen. National Board of Health and Welfare, Sweden.
    Gustafsson, Per A.
    Hjern, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    School Contextual Features of Social Disorder and Mental Health Complaints—A Multilevel Analysis of Swedish Sixth-Grade Students2018Inngår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 15, nr 1, artikkel-id 156Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study addressed school-contextual features of social disorder in relation to sixth-grade students' experiences of bullying victimization and mental health complaints. It investigated, firstly, whether the school's concentrations of behavioural problems were associated with individual students' likelihood of being bullied, and secondly, whether the school's concentrations of behavioural problems and bullying victimization predicted students' emotional and psychosomatic health complaints. The data were derived from the Swedish National Survey of Mental Health among Children and Young People, carried out among sixth-grade students (approximately 12-13 years old) in Sweden in 2009. The analyses were based on information from 59,510 students distributed across 1999 schools. The statistical method used was multilevel modelling. While students' own behavioural problems were associated with an elevated risk of being bullied, attending a school with a higher concentration of students with behavioural problems also increased the likelihood of being bullied. Attending a school with higher levels of bullying victimization and behavioural problems predicted more emotional and psychosomatic complaints, even when adjusting for their individual level analogues. The findings indicate that school-level features of social disorder influence bullying victimization and mental health complaints among students.

  • 3.
    Plenty, Stephanie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI). Institute for Future Studies (IFFS), Sweden.
    Too much or too little? A short-term longitudinal study of youth's own economic resources and risk behaviour2018Inngår i: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 66, s. 21-30Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examined socioeconomic differences in risk behaviours according to youth-oriented measures of economic resources. Using a representative sample of Swedish adolescents (n = 3,939, 51% females), the associations that youth's own economy shared with smoking, drinking and conduct problems were examined. Data was based on population register and self-report information when participants were in grades 8 (T1 aged 14–15) and 9 (T2 aged 15–16). Missing activities due to financial constraints and having a cash margin were each positively associated with concurrent risk behaviours. However, longitudinal analyses showed that missing activities only increased the likelihood of conduct problems and having a cash margin only increased the likelihood of drinking one-year later. The results demonstrate that youth-oriented conceptualisations of economic resources identify gradients in drinking, smoking and conduct problems that are distinct from family socioeconomic status. However, adolescents' absolute and relative economic resources are associated with risk behaviours in opposite directions.

  • 4.
    Plenty, Stephanie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Andersson, Anton B.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Hjalmarsson, Simon
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Mood, Carina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Rudolphi, Frida
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Treuter, Georg
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    How are our young adults doing? A report on labour market activities and living conditions2018Rapport (Annet vitenskapelig)
    Abstract [en]

    This report has three aims:

    1. To describe the activity statuses of young adults aged 19–20 years, based on their own reports.

    2. To identify vulnerable subgroups. This is done among NEET youth, but the perspective is widened by also considering vulnerable positions among youth in work or education.

    3. To describe the living conditions for young adults in different activity types and with different degrees of vulnerability.

  • 5.
    Plenty, Stephanie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Andersson, Anton B.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Hjalmarsson, Simon
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Mood, Carina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Rudolphi, Frida
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Treuter, Georg
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
    Hur går det för våra unga vuxna? En rapport om sysselsättning och levnadsvillkor2018Rapport (Annet vitenskapelig)
  • 6.
    Plenty, Stephanie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI). Institute for Future Studies, Sweden.
    Evans-Whipp, T. J.
    Chan, G. C.
    Kelly, A. B.
    Toumbourou, J. W.
    Patton, G. C.
    Hemphill, S. A.
    Smith, R.
    Predicting alcohol misuse at age 19 from adolescent drinking trajectories2019Inngår i: Substance Use & Misuse, ISSN 1082-6084, E-ISSN 1532-2491, Vol. 54, nr 2, s. 247-256Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Alcohol use in adolescence predicts future alcohol misuse. However, the extent to which different patterns of adolescent use present risk remains unclear. Objectives: This study investigated how adolescent trajectories of alcohol consumption during the school years predict alcohol misuse at age 19 years. Methods: Data were drawn from 707 students from Victoria, Australia, longitudinally followed for 7 years. Five alcohol use trajectories were identified based on the frequency of alcohol use from Grade 6 (age 12 years) to Grade 11 (age 17 years). At age 19 years, participants completed measures indicating Heavy Episodic Drinking (HED), dependency–Alcohol Use Disorders Identification Test (AUDIT) and social harms. Results: At 19 years of age, 64% of participants reported HED, 42% high AUDIT scores (8þ), and 23% social harms. Participants belonging to a steep escalator trajectory during adolescence had twice the odds at 19 years of age of high AUDIT scores and social harms, and three times greater odds of HED than participants whose alcohol use slowly increased. Stable moderate consumption was also associated with an increased risk of HED compared to slowly increasing use. Abstinence predicted a reduced likelihood of all forms of misuse at 19 years of age compared to slowly increased alcohol use. Conclusions: Trajectories of drinking frequency during adolescence predict alcohol misuse at age 19 years. Although rapid increasing use presents the greatest risk, even slowly increasing drinking predicts increased risk compared to abstinence. The findings indicate that alcohol policies should recommend nonuse and reduced frequency of use during adolescence.

  • 7.
    Plenty, Stephanie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI). Institute for Future Studies (IFFS), Sweden.
    Jan O., Jonsson
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI). Institute for Future Studies (IFFS), Sweden; Nuffield College, Oxford University, UK.
    Social Exclusion among Peers: The Role of Immigrant Status and Classroom Immigrant Density2017Inngår i: Journal of Youth and Adolescence, ISSN 0047-2891, E-ISSN 1573-6601, Vol. 46, nr 6, s. 1275-1288Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Increasing immigration and school ethnic segregation have raised concerns about the social integration of minority students. We examined the role of immigrant status in social exclusion and the moderating effect of classroom immigrant density among Swedish 14-15-year olds (n = 4795, 51 % females), extending conventional models of exclusion by studying multiple outcomes: victimization, isolation, and rejection. Students with immigrant backgrounds were rejected more than majority youth and first generation non-European immigrants were more isolated. Immigrants generally experienced more social exclusion in immigrant sparse than immigrant dense classrooms, and victimization increased with higher immigrant density for majority youth. The findings demonstrate that, in addition to victimization, subtle forms of exclusion may impede the social integration of immigrant youth but that time in the host country alleviates some risks for exclusion.

  • 8.
    Plenty, Stephanie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Östberg, Viveca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Almquist, Ylva B.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Augustine, Lilly
    Modin, Bitte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Psychosocial working conditions: An analysis of emotional symptoms and conduct problems amongst adolescent students2014Inngår i: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 37, nr 4, s. 407-417Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explored how psychosocial features of the schoolwork environment are associated with students' mental health. Data was drawn from 3699 ninth grade (15 year-old) Swedish students participating in the Health Behaviour in School-Aged Children survey. Using Structural Equation Modelling, perceived school demands, decision control and social support from teachers, classmates and parents were examined in relation to students' emotional and conduct problems. Higher demands were associated with greater emotional symptoms and conduct problems. Although weaker social support predicted emotional symptoms and conduct problems, the relative influence of teachers, classmates and parents differed. Teacher support was more closely associated with conduct problems, particularly for girls, while classmate support was more strongly related to emotional symptoms. The findings indicate that while excessive school pressure is associated with poorer mental health, social support can assist in optimising adolescents' emotional health and adaptive behaviour, as well as shaping perceptions of demands. (C) 2014 The Foundation for Professionals in Services for Adolescents.

  • 9.
    Plenty, Stephanie
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Östberg, Viveca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Modin, Bitte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    The role of psychosocial school conditions in adolescent prosocial behaviour2015Inngår i: School Psychology International, ISSN 0143-0343, E-ISSN 1461-7374, Vol. 36, nr 3, s. 283-300Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examined how psychosocial conditions at school are associated with prosocial behaviour, a key indicator of positive mental health. Participants were 3,652 Swedish Grade 9 students from the Health Behaviour in School-aged Children study. Structural equation modelling demonstrated that students who experience more manageable school demands and greater social support from teachers and classmates are more likely to display caring, sharing, and cooperative behaviours. However, those that feel acutely stressed, particularly girls, also reported greater prosocial behaviour. Teacher support played a greater role in girls' prosocial behaviour and perceptions of school demands than boys'. The findings extend knowledge of the importance of psychosocial work conditions for adolescent health to positive mental health.

  • 10.
    Östberg, Viveca
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för folkhälsovetenskap.
    Plenty, Stephanie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI). Institute for Futures Studies, Sweden.
    Låftman, Sara B.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för folkhälsovetenskap.
    Modin, Bitte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för folkhälsovetenskap.
    Lindfors, Petra
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Arbets- och organisationspsykologi.
    School Demands and Coping Resources - Associations with Multiple Measures of Stress in Mid-Adolescent Girls and Boys2018Inngår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 15, nr 10, artikkel-id 2143Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Stress, and stress-related health complaints, are common among young people, especially girls. Since studies have shown that school demands are an important driver of stress in adolescents, identifying if school-based resources can protect against stress is highly relevant. The aim of this study was to analyse task-related demands and task-related coping resources as aspects of the school work environment of potential relevance for stress in mid-adolescent girls and boys. The data came from “The School Stress and Support study” (TriSSS) conducted among students in grades 8 and 9 (aged 14–16 years). Self-reports of demands, coping resources, stress, as well as recurrent pain, were collected through questionnaires (n = 411). A subsample of students (n = 191–198) also provided salivary samples, which were analysed for the stress marker cortisol. Linear (OLS) and binary logistic regression analyses showed that higher demands were associated with more perceived stress, a higher likelihood of recurrent pain, and a lower cortisol awakening response. Greater coping resources were associated with less perceived stress and a lower likelihood of recurrent pain, but there was no association with cortisol. The strength of the associations differed by gender. The findings suggest that schools can promote student wellbeing by providing clear and timely information and teacher support to the students, especially for boys. Identifying specific features of the schoolwork that give rise to stress and to modify these accordingly is also of importance, especially for girls.

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