This thesis investigated the relationship between socioeconomic status (by occupation) and self-reported depression among women in Stockholm County. A quantitative study was conducted based on secondary data from the 2006 Stockholm County Public Health Survey. Data was analyzed using descriptive statistics and logistic regression analysis through SPSS statistical package. Results showed that low socioeconomic status (by occupation) increased the risk of reporting depression among women in Stockholm County. In addition, the study found that the relationship was to some extent explained by income and marital status. However, further studies are warranted of the relation between socioeconomic status (e.g. education and income) and depression among women in the Swedish population but particularly in Stockholm County. / Syftet med denna studie var att undersöka förhållandet mellan socioekonomisk status (efter ockupation) och själv-rapporterad depression bland kvinnor i Stockholms län. En kvantitativ studie genomfördes baserat på data från Stockholms läns folkhälsoenkät 2006. Data analyserades med deskriptiv statistik och logistisk regressionsanalys med hjälp av det statistiska programmet SPSS. Resultatet visade att låg socioekonomisk status (efter ockupation) ökade risken för självrapporterad depression bland kvinnor i Stockholms län. Dessutom så fann studien att förhållandet kunde till viss del förklaras av inkomst och civilstånd. Men ytterligare forskning krävs för att undersöka förhållandet mellan socioekonomisk status (t.ex. utbildning och inkomst) och depression bland kvinnor i den svenska befolkningen, särskilt i Stockholms län.

The purpose of the present study was to investigate the effects of socioeconomic status, school factors (classroom climate, classroom activities) and affective variables (motivation, self-efficacy, mathematics anxiety, beliefs about the nature of mathematics and teaching of mathematics, students&rsquo / perceptions of their teachers and parents&rsquo / attitudes toward them) on mathematics achievement with 9th grade students in Ankara. For this purpose, structural equation modeling techniques were used. In the study, there were two research problems: &ldquo / What was the general model explaining the effects of socioeconomic status, affective and school factors on students&rsquo / mathematics achievement?&rdquo / and &ldquo / how the proposed model explained mathematics achievement in three school types (Anatolian, general and vocational high schools)?&rdquo / Some of the results of the analyses conducted in the study are the followings: In the main study, socioeconomic status had strong effect on mathematics achievement. In addition, while student-centered activities generally affected students&rsquo / mathematics achievement in a positive way but indirectly, teacher-centered activities had negative effects on affective variables. But for Anatolian and vocational high schools, this negative effect turned positive on mathematics achievement. In the main study, classroom climate had positive direct effects on self-efficacy and motivation toward mathematics as well as on mathematics achievement. Generally, affective variables had positive effects on mathematics achievement. But mathematics anxiety had no significant effect on it except general high school. The results of present study indicated that students&rsquo / perceptions of their parents and teachers&rsquo / attitudes and expectations toward them had positive indirect effects on mathematics achievement.

There is a dearth of research focusing on fathering in families of color. The present study argues that ecological factors, especially SES and neighborhood quality, exert a strong influence on racial and ethnic differences in fathering role identity, which in turn affect fathering role performance. The primary goal of the present study is thus to investigate the impact of ecological factors on what it means to be a good father among African American (n = 308), Latino American (n = 598), Asian American (n = 580), and white fathers (n = 2813) by using a nationally representative sample from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), and to test identity theory by examining fathering identity as a primary determinant of fathering role performance. The core premise of identity theory is that society is the main source in shaping self (i.e., identity), and in turn, contributes to the way people behave (Stryker, 1968). The present study tested identity theory by examining the associations between domain-level psychological centralities and domain-specific fathering performances, and also to test whether effects of psychological centralities and contextual factors override those of race and ethnicity. Overall, the results from this study considerably buttressed identity theory. Consistent with the cultural-ecological model (Ogbu, 1981), which posits that ecological conditions shapes culture-specific socialization goals, racial and ethnic differences in the fathering psychological centrality were found because fathers in the same group historically share similar circumstances. However, the heterogeneity of the psychological centrality within each group was remarkable because their current conditions are vastly multifarious. Specifically, the lower their SES, the more likely that they believe that providing for their children is central to their identity as a father. In studying fathers of color, previous approaches often resulted in the unwitting spread of stereotypical images by contrasting minority fathers from at-risk population with middle-class white fathers, because such approaches failed to consider the effects of contextual factors on fathering and to include multiple forms of father involvement. The results from this study clearly show that racial and ethnic differences are subtle once contextual factors are taken into account. / text

Past studies often find that, upon arrival U.S. immigrants generally have favorable health profiles than native-born persons, but their health deteriorates with prolonged stay. The classical explanations of this phenomenon are healthy immigrant selection and negative acculturation. With the number of foreign-born people living in the United States reaching an all-time high, the health and financial costs of this “negative acculturation” is substantial. Meanwhile, the negative duration effect on health is contradictory to expectations from classic assimilation theory and what has been observed by labor economists. This study aims to empirically study the effect of duration on immigrant health, with particular attention given to how socioeconomic status differentiates the duration-health relationship. Results based on two national datasets confirmed that immigrants, especially recent arrivals, have a considerably lower risk of worse health relative to native-born adults. I also found that socioeconomic status plays an essential role in the varying level of initial health selectivity among immigrants. The analysis of the interaction effect between duration and SES reveals that duration effects on health vary significantly by socioeconomic status. High SES immigrants tend to experience a non-negative duration effect regardless of their length of U.S. residence, while immigrants with lower socioeconomic standing are more likely to experience a negative duration effect on health with longer duration. Moreover, this study also shows that the initial foreign-born advantages in health are typically larger for persons with low SES than for persons with high SES. However, little evidence suggests there is a health convergence between long-term immigrants and their native-born counterparts with similar socioeconomic status. Potential explanations and implications of these findings are also discussed. / text

In this study we used the data from Afghanistan Health Survey 2006. For this study, 8278 households were randomly selected in which 8281 women aged 10-49 years were interviewed by survey teams using a structured questionnaire. The information was also collected for all children aged 5 years or less from all these households. The sample includes 7843 (13.8%) children under the age of 5 years old. Literacy of mothers (ability to read), age of mother at marriage, number of children, exposure to mass media (listening to radio or watching TV) were the independent variables and BCG vaccination, initiation of breastfeeding (within first hour of life or after first hour); and use of bed net (to protect a child from Malaria) were dependent variables. Chi square and Odd Ratio test was used to test significance of the associations. Logistic Regression test was used to control for the confounders. In this study we found that those listening to radio at least once a week were more likely to start breastfeeding during the first hour of life. Those watching TV at least once a week were more likely to vaccinate their children for BCG. These associations were significant after controlling for confounders (economic status of the family and distance to health facility). The fact that why the other independent variables did not have association with BCG vaccination, initiation of breastfeeding and use of bed net can be either due to limitation of the study or there are other reasons that require further investigations.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Denna uppsats är en kvantitativ studie som haft som syfte att undersöka vad som bäst predicerar arbetstillfredsställelse. De variabler som har mätts som eventuella prediktorer är; sociometrisk status enligt sociometerteorin, socioekonomisk status, personlig känsla av makt samt personlighetsdraget extraversion. Urvalet bestod av (N=128) deltagare som alla var anställda av ett medelstort företag. Denna studie har utgått från en liknande studie The Local-Ladder Effect: Social Status and Subjective Well-Being (Anderson, Kraus, Galinsky & Keltner, 2012) som handlade om subjektivt välbefinnande och sociometrisk status. Arbetstillfredsställelse mättes enligt MSQ (Minnesota satisfaction questionnarie). Sociometrisk status och personlig känsla av makt mättes enligt liknande påståenden som Anderson, Kraus et al. (2012) använt, vilka beskrivs närmre i metoddelen. Socioekonomisk status mättes utifrån inkomst samt utbildningsbakgrund. Personlighetsdraget extraversion mättes med frågor ur personlighets-testet IPIP. Frågeställningenlyder; vad predicerar arbetstillfredsställelse bäst: socioekonomisk-eller sociometrisk status? Även vad personlighetsdraget extraversion spelar för roll som prediktor till arbetstillfredsställelse var en fråga som ställdes. Hypotesenformulerades att utifrån sociometerteorin prediceras arbetstillfredsställelse i större utsträckning än inkomst/socioekonomisk status. De insamlade svaren från enkätundersökningen bearbetades i SPSS version 22 genom en multipel regressionsanalys samt korrelationsanalyser. Endast personlig känsla av makt ficksignifikant stöd i regressionsanalysen då samtliga variabler fanns med som prediktorer, men efter en medieringsanalys fick vi stöd för att sociometrisk status predicerar arbetstillfredsställelse via personlig känsla av makt. Resultatet från regressionsanalysen (modell Enter)visade att personlig känsla av makt var den starkaste prediktorn av arbetstillfredsställelse (β=.50, p< .05) Korrelationen visade samma riktning. Den starkaste korrelationen fanns mellan arbetstillfredsställelse och variabeln personlig känsla av makt som delvis förklarar sociometrisk status(r=.57, p<.05). / This is a quantative study that aims to examine differentfactors effecting job satisfaction. Thevariables measured as potential predictors are; sociometric status in accordance to sociometer theory, socioeconomic status, personal sense of power and the personality trait extraversion. The data consists of (N= 128) participantsemployed by a medium sized company. This study is based on a similar studyThe Local-Ladder Effect: Social Status and Subjective Well-Being (Anderson, Kraus, Galinsky & Keltner, 2012) which studies Subjective Well-Being and sociometric status. Job satisfactionwas measured by the MSQ (Minnesota Satisfaction Questionnaire). Sociometric status and personal sense of power weremeasured according to similar claims by Anderson, Kraus et al. (2012), further described in detail in the methodssection. Socioeconomic status wasmeasured based on income and educational background. The personality trait extraversion wasmeasured with questions from the personality test IPIP. The question being asked is; what predicts job satisfaction-socioeconomic-or sociometric status? Also what rolethe personality trait extraversion plays as a predictor was a question in this study. The hypothesis is formulated on the basis that the sociometer theory isa better predictor of job satisfactionthan income/socioeconomic statusis. The collected responses from the survey were processed and analyzed in SPSS version 22 through a multiple regression analysis and correlation analyzes. Only personal sense of powerreceived significant support in the regression analysis when all variables were included as predictors, but after a mediation analysis, we received support for sociometric status as a predictor ofjob satisfaction throughpersonal sense of power. The results of the regression analysis (model Enter) showed that personal sense of power was the best predictor of job satisfaction(β =.50, p< .05). Correlationsshowed the same way. The strongest correlation was found between job satisfaction and personal sense of power,which partly explains sociometric status(r =.57, p <.05).

The aim of this study was to develop, implement and evaluate the effectiveness of a behavior based, theory driven multi-component nutrition education Intervention promoting healthy eating among two (17 to 19 year old) Lebanese adolescent samples from contrasting socioeconomic statuses. The effects of the intervention were examined in a quasi-experimental control design trial among two hundred and nine adolescent males and females from Beirut, Lebanon: one hundred and ten belonged to a high socioeconomic status (HSES) population and ninety nine belonged to a low socioeconomic status (LSES) population of adolescents. There were four study groups: two intervention and two control. The intervention groups received twelve nutrition lessons, one hour each, involving class based teaching, print materials and activities delivered by a dietitian. Intervention Mapping protocol was applied and constructs from the Social Cognitive Theory were used for the development of the intervention. At baseline and after the intervention, food frequency questionnaires (FFQ) were administered and three 24-Hour Dietary Recalls were used to examine dietary practices and nutrient intakes while semistructured interviews were conducted to gain insight to underlying determinants of food choice. Quantitative data were analyzed using Mann Whitney U Test and Chi-Square analysis. Post intervention, adolescents in both the HSES and LSES intervention groups showed a significant improvement (p<0.05) in some dietary practices and nutrient intakes; however, the impact was higher in the HSES group. In both intervention groups, positive changes were observed in some personal determinants of food choice but none were noted for external factors. These results propose that the developed nutrition education intervention is a promising instrument to promote healthy eating among similar groups of Lebanese adolescents; however, further research is needed for interventions that specifically target LSES groups.

xiv, 116 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The family of origin plays a pivotal role in the career development process. The purpose of this study was to better understand the role of both family social status and family process (e.g., parenting behaviors) in the career development of young adults. Social status was measured using both a traditional, objective index (Socioeconomic Index) and a more recently developed subjective measure (Differential Status Identity Scale). Family process was examined using the variables of perceived and enacted family support. A model capturing the relationship among these variables was proposed based upon Social Cognitive Career Theory, with career decision-making self-efficacy and career-related outcome expectations serving as the social-cognitive outcome variables. A path analysis was conducted to explore the fit of the model and the relative contributions of the status and process variables to the career development outcomes. Participants were 279 male and female undergraduate students, aged 18 to 22 years, from 2- or 4-year community colleges, colleges, and universities. The sample was randomly split into a calibration sample and a validation sample. The hypothesized model was modified based on results with the calibration sample, and a multiple group analysis was used to test for model invariance across the two groups for the revised model. The results of this study suggest that both family of origin social status and family support influence career development outcomes. Specifically, results indicated that the influence of family status, enacted family support, and perceived family support on outcomes was primarily indirect; these variables operated through subjective status. Results also indicated a moderate, direct relationship between subjective social status and career decision-making self-efficacy. The findings suggest that prevention and intervention efforts should focus on both increasing family support and increasing access to the other types of resources implicated in shaping subjective status. Additional implications for both research and practice are discussed. / Committee in charge: Ellen McWhirter, Chairperson, Counseling Psychology and Human Services; Krista Chronister, Member, Counseling Psychology and Human Services; Christopher Murray, Member, Special Education and Clinical Sciences; Jocelyn Hollander, Outside Member, Sociology

The problem of this study was to examine the effect of reading preference on reading comprehension of low socioeconomic high school students. Subjects were 61 participants in the Upward Bound program at a major southwestern university; they represented urban high schools with high proportions of students of low socioeconomic status. Subjects completed cloze procedure reading passages in four categories: high preference independent level, high preference frustration level, non-expressed preference independent level, and non-expressed preference frustration level. From the results gathered, it was recommended (1) that reading ability assessments include measuring performance with high preference materials, (2) that instructional personnel ascertain and utilize student preferences as foundations for reading instruction, (3) that reading material not be withheld from students on the basis of difficulty, (4) that high preference reading materials be used in reading instruction by secondary reading and content area teachers, and (5) that school patrons be made aware of the value of free preference reading in reading skill development.