Education, Social Engagement, and Cognitive Function: A Cross-Lagged Panel Analysis

Chenguang Du, Yasuo Miyazaki, XinQi Dong, Mengting Li and Jessica Kelley

The Journals of Gerontology: Series B, 2023, vol. 78, issue 10, 1756-1764

Abstract: ObjectivesAlthough education and social engagement are considered cognitive reserves, the pathway of both reserves on cognitive function has been rarely studied. This study aimed to examine the underlying mechanism between education, social engagement, and cognitive function.MethodsThis study used 2-wave data (2010 and 2014) from Health and Retirement Study in the United States (N = 3,201). Education was measured by years of schooling. Social engagement was evaluated by 20 items including volunteering, physical activities, social activities, and cognitive activities. Cognitive function was assessed by a modified Telephone Interview for Cognitive Status. A cross-lagged panel model was fitted to test the mediating mechanism between education, social engagement, and cognitive function.ResultsControlling for covariates, higher education in early life was associated with better cognitive function in old age (b = 0.211, 95% confidence interval [CI] = [0.163, 0.259], p

Keywords: Health and Retirement Study; Life course perspective; Mediating effect (search for similar items in EconPapers)
Date: 2023
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The Journals of Gerontology: Series B is currently edited by Psychological Sciences - S. Duke Han, PhD and Social Sciences - Jessica A Kelley, PhD, FGSA

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