Income within context: relative income matters for adolescent social satisfaction and mental health

Sorhagen, Nicole; Wurster, Tabitha J.

doi:10.1111/jcpp.12695

Cited by 13 publications

(15 citation statements)

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“…In addition, our analyses revealed the combined mediating effects of student–teacher relationship and student–student relationship on the association of subjective SES and PYD. The findings extend the previous research showing that adolescents with higher subjective SES are more likely to engage in normative social activities and build positive relationships with teachers and peers compared with their counterparts (Sorhagen & Wurster, ), and these relationships are crucial to promote adolescent PYD via providing effective academic guidance, emotional care, companionship, and overall encouragement to do well in school (Garcia‐Reid, ; Umberson & Karas Montez, ). In addition, the present study documented the specific pathway of subjective SES → student–teacher relationship → student–student relationship → PYD, suggesting that adolescents with higher subjective SES tend to enjoy more positive relationships with teachers, which promote acceptance and connections from peers, which in turn foster positive development.…”

Section: Discussionsupporting

confidence: 85%

“…In addition, our analyses revealed the combined mediating effects of student-teacher relationship and student-student relationship on the association of subjective SES and PYD. The findings extend the previous research showing that adolescents with higher subjective SES are more likely to engage in normative social activities and build positive relationships with teachers and peers compared with their counterparts (Sorhagen & Wurster, 2017), and these relationships are crucial to promote adolescent PYD via providing effective academic guidance, emotional care, companionship, and overall encouragement to do well in school (Garcia-Reid, 2007;Umberson & Karas Montez, 2010).…”

Section: Discussionsupporting

confidence: 85%

“…Evidence showed that warm and close student–student relationships promoted adolescents' positive emotional adjustment and decreased the risk of aggression and behavioural problems by enhancing feelings of self‐worth and a sense of security towards others (Rose & Rudolph, ). Compared to those from lower‐SES families, more affluent adolescents have greater resources that can be used to engage in peer‐group activities, which in turn make them less likely to experience rejection and isolation from peers (Eamon, ; Sorhagen & Wurster, ).…”

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confidence: 99%

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Subjective family socio‐economic status, school social capital, and positive youth development among young adolescents in China: A multiple mediation model

et al. 2019

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Previous research has demonstrated that subjective socio‐economic status (SES) and school social capital are associated with a wide range of socio‐emotional outcomes for children. Less is known about whether subjective SES is linked to overall child development and whether school social capital is a mediator in developing countries. The current study aimed to examine the association between subjective SES and positive youth development (PYD) among young adolescents in China, explore whether student–teacher relationships and student–student relationships mediated this association, and test whether there were gender differences in these associations. The analytical sample included a total of 1011 seventh‐graders (mean age = 13.24, SD = .69; 53.70% boys) recruited from Beijing and Anhui Provinces. The results showed that subjective SES was positively and significantly associated with PYD and that student–teacher relationships and student–student relationships played independent and joint mediating roles in the link between the two constructs. In addition, girls benefited more than boys from having closer relationships with teachers. Our findings highlight the importance of promoting school social capital in reducing PYD disparities across subjective SES levels, and suggest that school should be an effective venue for interventions to promote PYD among young adolescents in China.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionsupporting

confidence: 85%

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confidence: 99%

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Subjective family socio‐economic status, school social capital, and positive youth development among young adolescents in China: A multiple mediation model

et al. 2019

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“…In contrast, Dearing, McCartney, and Taylor (2006) found that income was related to externalizing, but unrelated to internalizing. Moreover, Sorhagen and Wurster (2017) found that relative income (i.e., family income compared to neighborhood income) predicted internalizing and externalizing over and above family socioeconomic status. Though there is much research connecting income to internalizing and externalizing, the precise strength of the relation is hard to estimate.…”

Section: Unpacking the Components Of Socioeconomic Statusmentioning

confidence: 99%

Unpacking the link between socioeconomic status and behavior problems: A second-order meta-analysis

et al. 2018

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Substantial evidence links socioeconomic status to internalizing and externalizing behavior problems. However, it is unclear how these two categories of behavior problems relate to specific components of socioeconomic status (e.g., income, educational attainment, and occupational prestige) or overall social status. In this study, we conducted a second-order meta-analysis to estimate the average associations of income, education, occupation, and overall socioeconomic status with internalizing and externalizing behavior problems, and to examine if age, sex, and race/ethnicity moderated these associations. Our systematic search in PsycINFO, PubMed, Google Scholar, Web of Science, and ProQuest Dissertations and Theses Global identified 12 meta-analyses (17% unpublished), including approximately 474 primary studies and 327,617 participants. In relation to internalizing, we found small average associations with income,r+= –.18, 95% confidence interval (CI) [–.31, –.04], and education,r+= –.12, 95% CI [–.15, –.09]. In relation to externalizing, we found smaller associations with income,r+= –.02, 95% CI [–.15, .10], education,r+= –.03, 95% CI [–.16, .10], and overall socioeconomic status,r+= –.05, 95% CI [–.11, .01], but these CIs included zero. Only sex composition of the samples moderated the latter association. We provide recommendations for best practices and future research directions.

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“…These adverse effects, attributable to income inequality in neighbourhoods, have been identified recently in boys 11 and boys and girls. 12 Theories of compound disadvantage 9 predict that the absence of social networks and institutional resources associated with poor neighbourhoods 13 will magnify the disadvantages for children living in poor households. This prediction is supported historically by studies in Europe and North America and is responsible for policies and programs aimed at increasing neighbourhood socioeconomic heterogeneity or "social mix."…”

Section: Neighbourhood Povertymentioning

confidence: 99%

Poverty, Neighbourhood Antisocial Behaviour, and Children’s Mental Health Problems: Findings from the 2014 Ontario Child Health Study

et al. 2019

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Objectives: To determine if levels of neighbourhood poverty and neighbourhood antisocial behaviour modify associations between household poverty and child and youth mental health problems. Methods: Data come from the 2014 Ontario Child Health Study—a provincially representative survey of 6537 families with 10,802 four- to 17-year-olds. Multivariate multilevel modelling was used to test if neighbourhood poverty and antisocial behaviour interact with household poverty to modify associations with children’s externalizing and internalizing problems based on parent assessments of children (4- to 17-year-olds) and self-assessments of youth (12- to 17-year-olds). Results: Based on parent assessments, neighbourhood poverty, and antisocial behaviour modified associations between household poverty and children’s mental health problems. Among children living in households below the poverty line, levels of mental health problems were 1) lower when living in neighbourhoods with higher concentrations of poverty and 2) higher when living in neighbourhoods with more antisocial behaviour. These associations were stronger for externalizing versus internalizing problems when conditional on antisocial behaviour and generalized only to youth-assessed externalizing problems. Conclusion: The lower levels of externalizing problems reported among children living in poor households in low-income neighbourhoods identify potential challenges with integrating poorer households into more affluent neighbourhoods. More important, children living in poor households located in neighbourhoods exhibiting more antisocial behaviour are at dramatically higher risk for mental health problems. Reducing levels of neighbourhood antisocial behaviour could have large mental health benefits, particularly among poor children.

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Income within context: relative income matters for adolescent social satisfaction and mental health

Abstract: Findings are discussed in regard to adolescent socioemotional functioning, as well as the implications for gender differences related to relative income status.

Cited by 13 publications

References 35 publications

Subjective family socio‐economic status, school social capital, and positive youth development among young adolescents in China: A multiple mediation model

Subjective family socio‐economic status, school social capital, and positive youth development among young adolescents in China: A multiple mediation model

Unpacking the link between socioeconomic status and behavior problems: A second-order meta-analysis

Poverty, Neighbourhood Antisocial Behaviour, and Children’s Mental Health Problems: Findings from the 2014 Ontario Child Health Study

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