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Table 5 Impact of VET schools’ health promotion capacity, scored by teachers, on student dropout rates (n = 38 schools)

From: Dropout at Danish vocational schools: does the school’s health promotion capacity play a role? A survey- and register-based prospective study

 Model 1 (crude)Model 2 (adjusted b)
β estimate a95% CIp-valueβ estimate a95% CIp-value
Health promotion capacity domain
 Knowledge development0.57−1.93;3.080.65−0.38−2.67;1.920.74
 Communication2.53−0.84;5.900.141.00−2.83;4.820.60
 Resources−1.64−5.00;1.720.33−0.84−4.32;2.650.62
 School-based leadership−0.43−3.21;2.360.76−0.84− 3.31;1.640.49
 Teaching staff0.67−2.51;3.860.671.23−2.16;4.620.46
 Students2.75−1.58;7.080.210.21−3.96;4.370.92
Total health promotion capacity0.70−3.81;5.200.76−0.82−5.37;3.720.71
  1. a Estimates derived from student dropout rates as dependent variable, giving the percentage change in student dropout rate per one increase in health promotion capacity on a 5-point Likert scale (from “very low degree” to “very high degree”)
  2. b Adjusted for geographical location, school size, school type, VET-level, students’ age and students’ ethnicity
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