Höfundar:
Jon Edmund Bollom, Aladje Baldé, Zeca Jandi, Hamadou Boiro, Geir Gunnlaugsson, Jónína Einarsdóttir
Introduction: The confluence of greater parental support, psychosocial well-being and education outcomes is identified in UNESCO’s Strategy on Education for Health and Well-Being and the enshrinement of positive psychosocial well-being development in SDG 4.2.1. Alternating hierarchies of determinism are presented in the wider literature. Sub-Saharan African university enrolment rose from 2.3 to 5.2 million from 2000-2010. In 2014, university enrolment was just 8.6% compared 34.5% globally, with access unevenly experienced. In Guinea-Bissau, there are currently 7,000-8,000 students at the university. Despite financial and legislative gaps, rising gross enrolment indicates the perceived strategic and symbolic value of education. The research aimed to examine the impact of parental support on students’ expectations of university attendance.
Methods: In June 2017, 4,470 adolescents responded to a locally-adapted questionnaire across 16 schools in Bissau. 2,039 responses were subsequently chosen through random cluster selection. Akaike Information Criterion (AIC) created a best-fit model of university expectations. Parental education level was removed during AIC modelling.
Results: Logistic regression analysis indicated that greater parental evaluation of children’s education (p=.023, OR=1.526) and students’ reported ability to receive caring and warmth from parents (p=0.022, OR= 1.092) both predicted an increased likelihood of university expectation.
Conclusion: Wider literature describes the influence of education upon psychosocial well-being in early childhood, whilst results indicate a consequent reciprocal relationship between psychosocial support and well-being and higher education expectations.
