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    • order XL184 Results of all sensitivity analyses are provided

    2018-11-05

    Results of all sensitivity analyses are provided in an Appendix. A linear regression model using Positive Mental Health as a continuous score replicated this pattern of results, except that the positive association between larger household size and higher positive mental health scores was in this case statistically significant (Table A1). Including adolescent immigrant status or ethnic minority status did not change the previously observed logistic regression results (Table A2). Expanding the sample to include the 12% of adolescents not currently living at home also did not change the results (Table A3).
    Discussion Using a nationally representative cross-sectional survey, the current study found that attempted, but not completed post-secondary educational attainment was associated with the lowest levels of positive mental health among adolescents in Canada, after adjusting for household income, single parent status, and household size. This finding differs from past research that has observed incremental decreases in child mental health problems with every higher level of parent educational attainment (Davis et al., 2010; Reiss, 2013; Sonego et al., 2013). In comparison, in the current study adolescents’ self-reported positive mental health did not increase with every higher level of household educational attainment. The finding that incomplete post-secondary was associated with the poorest outcomes for adolescents was surprising, given that attempted post-secondary was the second highest educational attainment category overall, requiring prerequisite completion of secondary school. The results indicate that there is something unique about attempting and not completing higher education that is also associated with lower adolescent positive mental health outcomes. When stratified by age and gender, the association between incomplete post-secondary education and lower adolescent positive mental health was more pronounced for younger adolescents (aged 12 to 14) and females. The stronger association among 12 to 14 year olds is consistent with the literature that suggests younger children may be more sensitive to their home environments because they order XL184 tend to spend more time at home (Sonego et al., 2013). That said, this same pattern was observed for the overall adolescent sample, pointing to the relevance of household educational attainment for offspring positive mental health throughout adolescence (McLaughlin et al., 2011). The observed gender difference in positive mental health may have in part reflected higher reported prevalence of depressive symptoms among females (Nolen-Hoeksema, 2006). Other research suggests that social relationships may be a greater source of stress for females, which may account for why household factors related to social disadvantage may be more closely associated with mental health outcomes for females compared to males (Landman-Peeters, Hartman, van der Pompe, den Boer, Minderaa & Ormel, 2005). We cannot determine a causal association from the current data, yet these results suggest directions for future investigations examining social and structural factors associated with adolescent positive functioning and well-being. For example, educational trajectories can be disrupted by numerous life events (e.g., as a result of child-bearing, unexpected loss of financial support, or experiences of mental or physical illness; Elffers, 2012; Milesi, 2010), that could subsequently affect offspring positive mental health through lack of instrumental support or caregiver strain. There appears to be some evidence for this hypothesis as Sheikh et al. (2016) found that lower instrumental support was the largest mediator explaining the association between lower household socioeconomic status and adult offspring’s self-reported mental health problems. Similarly, future research could unpack what Elffers (2012) calls a “double drawback” of having both lower social capital (including limited financial resources as well as lower parent involvement and support) and lower school engagement, which may be associated with both lower positive mental health outcomes for adolescents (i.e., lower emotional well-being, life satisfaction, and positive functioning) as well as lower likelihood of adolescents completing post-secondary education themselves. Although a limitation in the current study was the lack of specificity regarding to whom the highest educational attainment belonged, many of the factors associated with low household educational attainment including limited instrumental support, social connections, or relatable experience, would be likely to affect offspring positive mental health regardless of whether parents or adolescents themselves had higher educational status.