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Open AccessArticle

Psychosocial Problems, Indoor Air-Related Symptoms, and Perceived Indoor Air Quality among Students in Schools without Indoor Air Problems: A Longitudinal Study

1
Faculty of Social Sciences (Social Sciences), University of Tampere, 33014 Tampere, Finland
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Methodology Centre for Human Sciences, University of Jyväskylä, 40014 Jyväskylä, Finland
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Department of Public Health, University of Helsinki, 00014 Helsinki, Finland
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Department of Health Security, National Institute for Health and Welfare, 70701 Kuopio, Finland
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Faculty of Social Sciences (Psychology), University of Tampere, 33014 Tampere, Finland
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Department of Welfare, National Institute for Health and Welfare, 33520 Tampere, Finland
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Faculty of Social Sciences (Health Sciences), University of Tampere, 33014 Tampere, Finland
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PERLA (Tampere Centre for Childhood, Youth and Family Research), University of Tampere, 33014 Tampere, Finland
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Department of Adolescent Psychiatry, Tampere University Hospital, 33380 Nokia, Finland
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2018, 15(7), 1497; https://doi.org/10.3390/ijerph15071497
Received: 15 June 2018 / Revised: 9 July 2018 / Accepted: 10 July 2018 / Published: 16 July 2018
(This article belongs to the Section Environmental Health)
The effect of students’ psychosocial problems on their reporting of indoor air quality (subjective IAQ) and indoor air-related (IA-related) symptoms has not been studied in schools in a longitudinal setting. Therefore, we analyzed whether changes in students’ psychosocial problems (socioemotional difficulties and perceived teacher–student relations) between the beginning of seventh grade (age 12–13 years) and the end of ninth grade (15–16 years) predicted subjective IAQ and IA-related symptoms at the end of ninth grade. In order to explore the independent effect of psychosocial factors, we focused only on students in schools without observed indoor air problems. The analysis was of longitudinal data (N = 986 students) using latent change modelling. Increased socioemotional difficulties were related to more IA-related symptoms (standardized beta = 0.20) and deteriorated subjective IAQ (standardized beta = 0.20). Increased problems in teacher–student relations were related to deteriorated subjective IAQ (standardized beta = 0.21). Although students’ psychosocial problems explained only 9–13% of the total variances, our findings support the notion that psychosocial factors also need to be taken into account in the evaluation of IAQ and the prevalence of IA-related symptoms in schools. View Full-Text
Keywords: indoor air problems; indoor air quality; psychosocial problems; socioemotional difficulties; indoor air-related symptoms; teacher–student relations; lower secondary schools indoor air problems; indoor air quality; psychosocial problems; socioemotional difficulties; indoor air-related symptoms; teacher–student relations; lower secondary schools
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Finell, E.; Tolvanen, A.; Pekkanen, J.; Minkkinen, J.; Ståhl, T.; Rimpelä, A. Psychosocial Problems, Indoor Air-Related Symptoms, and Perceived Indoor Air Quality among Students in Schools without Indoor Air Problems: A Longitudinal Study. Int. J. Environ. Res. Public Health 2018, 15, 1497.

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