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    An examination of adolescent mental and physical well-being in Scottish school children: A cross-sectional study

    Citation

    McKay, M.T., Cole, J.C., Perry, J.L. (2017) 'An examination of adolescent mental and physical well-being in Scottish school children: A cross-sectional study.' Clinical Case Reports and Reviews 3(7), pp. 1-6. ISSN: 2059-0393.
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    Main article (351.4Kb)
    Date
    2017
    Author
    Perry, John
    McKay, Michael T.
    Cole, Jon C.
    Peer Reviewed
    Yes
    Metadata
    Show full item record
    McKay, M.T., Cole, J.C., Perry, J.L. (2017) 'An examination of adolescent mental and physical well-being in Scottish school children: A cross-sectional study.' Clinical Case Reports and Reviews 3(7), pp. 1-6. ISSN: 2059-0393.
    Abstract
    Recent research has suggested that Scottish girls are more at risk of higher levels of psychosomatic symptomatology and lower levels of mental well-being that their male peers. We report the results of a cross-sectional study examining mental well-being and psychosomatic symptomatology in Scottish adolescents. Participants were 2,504 school children (M age = 15.6 (SD = 0.67); Male = 1229 [49.1%], Female = 1265 [50.5%], Gender missing = 10 [0.4%]), attending high schools in Glasgow and Inverclyde Local Authority areas. Both unadjusted and fully adjusted analyses revealed that females reported significantly lower levels of mental well-being and higher levels of psychosomatic symptomatology than males. Other measures that were significant in terms of well-being and symptomatology included: self-rated health, subjective life expectancy, and birth order. Frequency of physical exercise, free school meals entitlement (a proxy for socio-economic status) and ethnicity were not consistently related to health outcomes.
    Keywords
    Glasgow
    Mental well-being
    Psychosomatic
    Adolescent
    Language (ISO 639-3)
    eng
    Publisher
    Open Access Text (OAT)
    License URI
    https://www.oatext.com/pdf/CCRR-S3-002.pdf
    URI
    http://hdl.handle.net/10395/2317
    ISSN
    2059-0393
    Collections
    • Psychology (Peer-reviewed publications)

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