Chronic Conditions and School Participation of First-Year University Students—HOUSE ULisbon Study
Abstract
:1. Introduction
- ▪
- Extend prior research and contribute to increasing the knowledge regarding this specific population (i.e., first-year university students with CC);
- ▪
- Deepen the impact that the time of diagnosis can have on the students’ psychosocial functioning;
- ▪
- Explore more in-depth the type of barriers that students with CC feel in terms of their school participation;
- ▪
- Contribute to health, school, and public policies regarding the importance of adequate health care for university students with CC since first-year students experience a decisive phase in the management of their health condition (they are often displaced from home and manage their health conditions alone, in many cases for the first time) and in the transition from pediatric care to adult care.
2. Method
2.1. Participants
2.2. Measures and Variables
2.3. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Variables | Measures |
---|---|
Recent diagnosis (in the last two years) | Recoded variable: 0—No; 1—Yes (original variable: 1—at birth; 2—before entering school; 3—1st cycle; 4—2nd cycle; 5—3rd cycle; 6—high school; 7—recently (last two years) |
Concerns | Recoded variable: 0—No; 1—Yes (original variable: 1—Several times a day; 2—Practically every day; 3—Several times a week; 4—Several times a month; 5—Rarely or never worried) |
School physical environment as a barrier to participation and academic success | 0—No; 1—Yes |
People’s attitude towards CC as a barrier to participation and academic success | 0—No; 1—Yes |
Health condition as a barrier to participation and academic success | 0—No; 1—Yes |
Physical symptoms | Scale with five items (back pain, neck pain, headache, dizziness and stomach pain), on a five-point Likert scale (1—almost every day and 5—rarely or never). Minimum score of 5 and maximum of 25. The higher the value, the fewer physical symptoms. α = 0.76 |
Psychological symptoms | Scale with five items (nervousness, irritation or bad mood, sadness and fear), on a five-point Likert scale (1—almost every day and 5—rarely or never). Minimum score of 4 and maximum of 20). The higher the value, the fewer psychological symptoms. α = 0.86 |
Relationship with teachers | Scale adapted from Cantril [50], consisting of 11 steps, where the lowest step (0) corresponds to the worst quality of the relationship with teachers and the highest step (10) to the best quality of the relationship with teachers |
Relationship with peers | Scale adapted from Cantril [50], consisting of 11 steps, where the lowest step (0) corresponds to the worst quality of the relationship with colleagues and the highest step (10) to the best quality of the relationship with peers |
School participation affected by the CC | Scale with three items, which assess the impact that the chronic condition had on school participation (attendance, participation and academic success). α = 0.74 The variable was dichotomized with reference to affect or not to affect participation (No/Yes) |
M ± SD or % (n) | p | |||
---|---|---|---|---|
Total (n = 207) | Recent Diagnosis No 71.3% (n = 127) | Recent Diagnosis Yes 28.7% (n = 50) | ||
Concerns 2 | 0.633 | |||
No | 10.7 (22) | 11.4 (14) | 14.0 (7) | |
Yes | 89.3 (182) | 88.6 (109) | 86.0 (43) | |
School physical environment as a barrier to participation and academic success 2 | 0.447 | |||
No | 94.0 (172) | 92.2 (106) | 95.6 (43) | |
Yes | 6.0 (11) | 7.8 (9) | 4.4 (2) | |
People’s attitude towards CC as a barrier to participation and academic success 2 | 0.961 | |||
No | 86.9 (159) | 87.0 (100) | 86.7 (39) | |
Yes | 13.1 (24) | 13.0 (15) | 13.3 (6) | |
Health condition as a barrier to participation and academic success 2 | ≤0.01 | |||
No | 80.9 (148) | * 85.2 (98) | 66.7 (30) | |
Yes | 19.1 (35) | 14.8 (17) | * 33.3 (15) | |
Physical symptoms 1 | 18.13 ± 4.66 | 17.98 ± 4.70 | 17.59 ± 4.67 | 0.934 |
Psychological symptoms 1 | 12.52 ± 4.46 | 12.59 ± 4.32 | 12.18 ± 4.53 | 0.634 |
Relationship with teachers 1 | 6.86 ± 1.91 | 6.99 ± 1.85 | 6.26 ± 2.00 | 0.592 |
Relationship with peers 1 | 7.38 ± 2.01 | 7.43 ± 1.89 | 6.98 ± 2.45 | ≤0.001 |
School participation affected by the CC 1 | 3.45 ± 0.90 | 3.23 ± 0.66 | 4.00 ± 1.21 | ≤0.001 |
No 2 | 76.3 (148) | * 87.0 (107) | 52.0 (26) | |
Yes 2 | 23.7 (46) | 13.0 (16) | * 48.0 (24) |
M ± SD or % (n) | p | ||
---|---|---|---|
School Participation Affected by the CC No 76.3% (n = 148) | School Participation Affected by the CC Yes 23.7% (n = 46) | ||
Recent diagnosis 2 | ≤0.001 | ||
No | * 80.5 (107) | 40.0 (16) | |
Yes | 19.5 (26) | * 60.0 (24) | |
Concerns 2 | 0.277 | ||
No | 12.2 (18) | 6.5 (3) | |
Yes | 87.8 (129) | 93.5 (43) | |
School physical environment as a barrier to participation and academic success 2 | 0.722 | ||
No | 94.2 (130) | 92.7 (38) | |
Yes | 5.8 (8) | 7.3 (3) | |
People’s attitude towards CC as a barrier to participation and academic success 2 | ≤0.001 | ||
No | * 94.2 (130) | 61.0 (25) | |
Yes | 5.8 (8) | * 39.0 (16) | |
Health condition as a barrier to participation and academic success 2 | ≤0.001 | ||
No | * 94.2 (130) | 34.1 (14) | |
Yes | 5.8 (8) | * 65.9 (27) | |
Physical symptoms 1 | 18.74 ± 4.33 | 16.00 ± 5.34 | ≤0.01 |
Psychological symptoms 1 | 13.14 ± 4.36 | 10.00 ± 4.25 | 0.941 |
Relationship with teachers 1 | 7.19 ± 1.75 | 5.87 ± 2.21 | 0.138 |
Relationship with peers 1 | 7.70 ± 1.82 | 6.35 ± 2.34 | ≤0.05 |
Non-Standardized Coefficient | Standardized Coefficient | t | ||
---|---|---|---|---|
B | Standard Error | β | ||
Recent diagnosis | 0.39 | 0.12 | 0.19 ** | 3.21 |
Physical symptoms | 0.01 | 0.01 | 0.07 | 1.10 |
Psychological symptoms | −0.03 | 0.01 | −0.15 * | −2.15 |
Concerns | −0.28 | 0.16 | −0.11 | −1.73 |
School physical environment as a barrier to participation and academic success | −0.19 | 0.20 | −0.06 | −0.96 |
People’s attitude towards the chronic condition as a barrier to participation and academic success | 0.55 | 0.16 | 0.21 *** | 3.44 |
Health condition as a barrier to participation and academic success | 1.05 | 0.14 | 0.45 *** | 7.34 |
Relationship with teachers | −0.08 | 0.03 | −0.16 ** | −2.55 |
Relationship with peers | −0.06 | 0.03 | −0.14 * | −2.20 |
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Cerqueira, A.; Botelho Guedes, F.; Marques-Pinto, A.; Branco, A.; Galvão, C.; Sousa, J.; Goulao, L.F.; Bronze, M.R.; Viegas, W.; Gaspar, T.; et al. Chronic Conditions and School Participation of First-Year University Students—HOUSE ULisbon Study. Children 2022, 9, 1397. https://doi.org/10.3390/children9091397
Cerqueira A, Botelho Guedes F, Marques-Pinto A, Branco A, Galvão C, Sousa J, Goulao LF, Bronze MR, Viegas W, Gaspar T, et al. Chronic Conditions and School Participation of First-Year University Students—HOUSE ULisbon Study. Children. 2022; 9(9):1397. https://doi.org/10.3390/children9091397
Chicago/Turabian StyleCerqueira, Ana, Fábio Botelho Guedes, Alexandra Marques-Pinto, Amélia Branco, Cecília Galvão, Joana Sousa, Luis F. Goulao, Maria Rosário Bronze, Wanda Viegas, Tania Gaspar, and et al. 2022. "Chronic Conditions and School Participation of First-Year University Students—HOUSE ULisbon Study" Children 9, no. 9: 1397. https://doi.org/10.3390/children9091397