Failure of the school project: the r ole of social , material , behavioural , physical and m ental resources among multi-cultural students Kénora Chau 1,2 , Michèle Baumann 2 , Bernard Kabuth 1 , Nearkasen Chau 3.
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Session: Psychosociological Work in Transcultural Contexts
Failure of the school project:the role of social, material, behavioural, physical and mental resources among multi-cultural studentsKénora Chau1,2, Michèle Baumann2, Bernard Kabuth1, Nearkasen Chau3
1 Faculté de médecine, Université Henri Poincaré, Nancy 1, Service de Pédo-psychiatrie, Hôpital d'Enfants de Nancy-Brabois, Vandoeuvre-lès-Nancy, France;
2 INtegrative research unit on Social and Individual DEvelopment (INSIDE), Walferdange, University of Luxembourg, Luxembourg;
3 INSERM, U669, University Paris-Sud, University Paris Descartes, UMR-S0669, Paris, France.
(Stecker, Med Educ 2004; Baumann et al., BMC Psychiatry 2011).
and the rolesin explainingthese associations of socioeconomic, health related, behavioural, and violence factors.
Socioeconomiccharacteristics: sex, age, family structure, parental education, father’s occupation, and family income:
(Skevington et al., Qual Life Res 2004).
Score defined as the sum of items - range: 0 to 100 (best value)
Cutoff value used: <25th percentile value
(last-year, atschool & elsewhere)
The data wereanalyzedusinglogisticmodels. Threemodelswereused to assess the associations betweenschooldifficulties and nationality:
─ Model 1: Computed the odds ratios adjusted for gender and age(ORga)
─ Model 2: withfurtheradjustment for socioeconomiccharacteristics (OR2)
─Model 3: With further adjustment for healthrelated, behavioural,
and violencefactors (OR3)
Contribution (%) = Reduction in OR computed with the following formula:
(ORga– ORi)/(ORga– 1) (calculated for ORga significant only).
Table 1. Associations between nationality and socioeconomic factors: % or mean (SD)
Table 2. Associations between nationality and unhealthy behaviours: %
Table 3. Associations between nationality and health related factors and violences: %
Table 4. Reliability of WHOQoL-Bref
Psychologicalhealth62,8 (19,3) 0-100 0.2 1.3 0,70 0,82
Social relationships78,0 (21,1) 0-100 1.0 29.1 0,62 0,78
Environment75,4 (17,8) 0-100 0.3 9,2 0,78 0,83
Global score a73,1 (14,9) 0-100 0 0.3 0,89
a: Cronbacha for eachdomain
r: Pearson correlation coefficient betweeneachdomain and the global score
a For all items of the 4 domainstogether.
Table 5. Associations between nationality and school absenteim: %
Table 6. Associations betweenschooldifficulties and nationality,
and contributions of socioeconomicfactors: odds ratio and 95% CI
immigrants % immigrants %
Gender-age adjusted odds ratios (ORga)
Repeating a school-year 2,44** 1,22-4,91 100 3,29*** 1,71-6,33 100
Low-school-performance 1,34 0,52-3,45 3,02** 1,52-6,02 100
Quitting-school-thinking 1,75 0,52-5,88 3,42** 1,38-8,48 100
With further adjustment for socioeconomic factors
Repeating a school-year 2,20* 1,07-4,53 172,41* 1,20-4,85 38
Low-school-performance 1,08 0,41-2,87 2,21* 1,06-4,62 40
Quitting-school-thinking 1,70 0,49-5,87 2,49 0,95-6,49 38
*p<0,05, **p<0,01, ***p<0,001.
%: Contribution of socioeconomic factors for significant ORga.
Table 7. Associations betweenschooldifficulties and nationality,
and contributions of healthrelated, unhealthybehavioural, and violence factors:
oddsratio and 95% CI
immigrants % immigrants %
With further adjustment for healthrelated,
behavioural, and violencefactors
Repeating a school-year 1,82 0,86-3,85 43 1,800,87-3,73 65
Low-school-performance 0,80 0,29-2,20 1,550,68-3,53 73
Quitting-school-thinking 1,51 0,41-5,52 1,410,44-4,55 83
%: Contribution of covariates