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Table 4 Associations between Educational Aspirations and Change in Health from the 7th–9th Grade, with Health Factors in the 7th Grade Included in the Analysis to Account for Starting Levels and Potential Ceiling Effects (not Shown): Multilevel Multinomial Logistic Regression. Odds Ratio (OR) and 95% Confidence Intervals (CI) are Presented

From: Health and educational aspirations in adolescence: a longitudinal study in Finland

 

Health factors (n = 5.600)1

+Sociodemographics (n = 5.525)1,2

+School performance (n = 5.522)1,2,3

Applied for academic track is the reference category

Vocational track

Both tracks

Vocational track

Both tracks

Vocational track

Both tracks

 

OR (CI)

OR (CI)

OR (CI)

OR (CI)

OR (CI)

OR (CI)

SDQ

 Improved

0.66 (0.45–0.95)

0.77 (0.54–1.10)

0.86 (0.57–1.27)

0.86 (0.60–1.25)

1.03 (0.63–1.67)

0.94 (0.62–1.42)

 Stable

1

1

1

1

1

1

 Worse

2.11 (1.75–2.54)

1.82 (1.52–2.19)

2.02 (1.66–2.27)

1.76 (1.46–2.12)

1.62 (1.27–2.07)

1.45 (1.18–1.78)

Daily health complaints

 Improved

1.04 (0.76–1.42)

1.04 (0.78–1.40)

1.04 (0.74–1.44)

1.00 (0.74–1.34)

1.12 (0.75–1.68)

1.10 (0.79–1.53)

 Stable

1

1

1

1

1

1

 Worse

1.11 (0.91–1.36)

1.12 (0.93–1.35)

1.04 (0.84–1.29)

1.10 (0.80–1.52)

1.10 (0.84–1.44)

1.16 (0.94–1.44)

Long-term illness

 Improved

1.09 (0.82–1.45)

1.01 (0.77–1.33)

1.08 (0.80–1.46)

0.98 (0.74–1.30)

0.91 (0.62–1.33)

0.87 (0.64–1.19)

 Stable

1

1

1

1

1

1

 Worse

0.98 (0.82–1.18)

0.78 (0.65–0.93)

0.98 (0.81–1.19)

0.77 (0.65–0.93)

0.98 (0.77–1.25)

0.77 (0.63–0.94)

Self-rated health

 Improved

0.90 (0.59–1.39)

1.04 (0.70–1.54)

0.82 (0.52–1.30)

1.03 (0.69–1.53)

0.79 (0.45–1.38)

0.97 (0.63–1.52)

 Stable

1

1

1

1

1

1

 Worse

1.48 (1.17–1.87)

1.21 (0.95–1.53)

1.38 (1.08–1.77)

1.14 (0.89–1.45)

1.57 (1.15–2.14)

1.19 (0.91–1.56)

 AIC / BIC

10.100.9 / 10.333.0

  

9708.4/ 9708.4

 

7753.4/ 7753.4

  1. Notes. Analyses were adjusted for 1gender, 2immigrant background, parental employment, and education, and family structure, and 3school performance. Statistically significant associations are marked bold. Strengths and Difficulties Questionnaire = SDQ. Akaike (AIC) and Bayesian (BIC) information criteria are shown