The role of education and income for cognitive functioning in old age: A cross-country comparison

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dc.citation.issue12
dc.citation.volume36
dc.contributor.authorRodriguez FS
dc.contributor.authorHofbauer LM
dc.contributor.authorRöhr S
dc.coverage.spatialEngland
dc.date.accessioned2024-01-05T01:38:25Z
dc.date.accessioned2024-07-25T06:48:16Z
dc.date.available2021-08-19
dc.date.available2024-01-05T01:38:25Z
dc.date.available2024-07-25T06:48:16Z
dc.date.issued2021-12
dc.description.abstractObjectives Previous studies have shown that higher education promotes cognitive health. This effect, however, is embedded in the living conditions of a particular country. Since it is not clear to what extent the country and its specific living standards are necessary preconditions for the observed effect, we investigated whether the impact of education and income on cognitive functioning differs between countries. Methods Analyses were based on harmonized data from the World Health Organization's multi-country Study on global AGEing and adult health, the Health and Retirement Study, and the Survey of Health, Ageing and Retirement in Europe of over 85,000 individuals aged 50 years and older. Analyses were conducted via multivariate regression analyses and structural equation modeling adjusted for age, gender, marital status, health status, and depression. Results The effect of education was twice as large as the effect of income on cognitive functioning and indirectly moderated the effect of income on cognitive functioning. The effect sizes varied strongly between countries. The country's gross domestic product per capita seems to influence cognitive functioning. Conclusions Our findings indicate that education has a dominant effect on cognitive functioning in people aged 50 years and older, which might even offset the adverse implications of living with low income on cognitive health. Therefore, expanding efforts to achieve universal education are essential to mitigate health disparities due to low income and early life disadvantages, including chances for good cognitive functioning over the life-span.
dc.format.pagination1908-1921
dc.identifier.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/34378818
dc.identifier.citationRodriguez FS, Hofbauer LM, Röhr S. (2021). The role of education and income for cognitive functioning in old age: A cross-country comparison.. Int J Geriatr Psychiatry. 36. 12. (pp. 1908-1921).
dc.identifier.doi10.1002/gps.5613
dc.identifier.eissn1099-1166
dc.identifier.elements-typejournal-article
dc.identifier.issn0885-6230
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/70913
dc.languageeng
dc.publisherJohn Wiley and Sons Ltd
dc.relation.isPartOfInt J Geriatr Psychiatry
dc.rights(c) 2021 The Author/s
dc.rightsCC BY 4.0
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectaging
dc.subjectcognitive functioning
dc.subjectcognitive reserve
dc.subjectcross-country comparison
dc.subjectdeprivation
dc.subjecteducation
dc.subjectepidemiology
dc.subjectincome
dc.subjectlife-course
dc.subjectpoverty
dc.subjectAged
dc.subjectAging
dc.subjectCognition
dc.subjectEducational Status
dc.subjectHumans
dc.subjectIncome
dc.subjectMiddle Aged
dc.subjectSocioeconomic Factors
dc.titleThe role of education and income for cognitive functioning in old age: A cross-country comparison
dc.typeJournal article
pubs.elements-id455060
pubs.organisational-groupOther
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