Role Of Educational Attainment Research Articles

The Initial Residential Patterns of Immigrants across the Urban Hierarchy in Sweden: The Role of Educational Attainment

AbstractThis study employs the aspirations‐capabilities framework to explore the intricate interplay between choices and constraints shaping migrants' settlement patterns, with a particular emphasis on the often‐overlooked aspect of educational attainment. Using Swedish register data containing information about migrants' educational level, this paper examines and typifies the initial residential sorting patterns of migrants arriving in Sweden in the period 2000–2014. Employing multinomial logistic regression to understand how migrant sorting takes place, the results show a clear distinction in settlement patterns, with higher educated migrants being more likely to settle in metropolitan areas, and lower educated migrants ending up in rural areas, even when controlling for region of origin and purpose of migration. Nordic and African migrants, resettled refugees, older migrants, and migrant families with younger children are most likely to live in sparsely populated areas. The paper concludes that these trends exacerbate existing patterns of spatial polarization.

The role of educational attainment in production and transfers in the form of unpaid household work

The paper analyses the role of educational level in unpaid household work by breaking down the age profiles of production and transfers by three educational levels: low, medium, and high. The age profiles of the production and transfers of unpaid household work are presented for eight EU countries: Austria, Bulgaria, France, Hungary, Italy, the Netherlands, Slovenia, and Spain. Results show that time spent on housework peaks around the retirement age. At this point, individuals retire and have more time available for housework. However, the educational level does not have a large impact on men’s housework production levels, but it has it on the levels of women’s housework production. The results further show that highly educated women tend to spend the least time on housework production over the life cycle. On the other hand, men and women with high levels of education spend the most time on childcare, while both men and women with low levels of education spend the least on it: about two and a half times less time than the highly educated. Women are still the main providers of childcare and also the main transfer givers of unpaid household work over the life cycle. On the other hand, men of all educational levels are transfer recipients for most of the life cycle. However, highly educated men give highest transfers during their working ages in most of the countries analysed, while highly educated women transfer slightly less of unpaid household work than women of other educational levels.

Links between early-life contextual factors and later-life cognition and the role of educational attainment.

Educational attainment is a well-documented predictor of later-life cognition, but less is known about upstream contextual factors. This study aimed to identify which early-life contextual factors uniquely predict later-life global cognition and whether educational attainment mediates these relationships. Participants were drawn from the Michigan Cognitive Aging Project (N = 485; Mage = 63.51; SDage = 3.13; 50% non-Hispanic Black). Early-life exposures included U.S. region of elementary school (Midwest, South, Northeast), average parental education, household composition (number of adults (1, 2, 3+), number of children), school racial demographics (predominantly White, predominantly Black, diverse), self-reported educational quality, and school type (public/private). Later-life global cognition was operationalized with a factor score derived from a comprehensive neuropsychological battery. Sequential mediation models controlling for sociodemographics estimated total, direct, and indirect effects of early-life contextual factors on cognition through educational attainment (years). Higher educational quality, higher parental education, and attending a private school were each associated with better cognition; attending a predominantly Black or diverse school and reporting three or more adults in the household were associated with lower cognition. After accounting for educational attainment, associations remained for educational quality, school type, and reporting three or more adults in the household. Indirect effects through educational attainment were observed for school region, educational quality, school racial demographics, and parental education. School factors appear to consistently predict later-life cognition more than household factors, highlighting the potential long-term benefits of school-level interventions for cognitive aging. Future research should consider additional mediators beyond educational attainment such as neighborhood resources and childhood adversity.

COVID-19 context and job insecurity among casual employees: The predictive value of education, financial stress, and coping ability

This study examined COVID-19 mitigation and job insecurity among casual employees and the role of educational attainment, coping ability, and financial stress in that relationship. We surveyed 238 casual employees from five industries in the Southwestern part of Nigeria (female= 23.5%; age range= 20-56 years, mean age= 32.63 years, SD = 7.50 years) on their job insecurity in the COVID-19 pandemic. This was done in relation to educational attainment, coping ability, and financial stress. In a three-model hierarchical linear regression, educational attainment was the most predictive of job insecurity, followed by financial stress; then coping ability. There was no interactive effect of coping ability and financial stress on job insecurity. Separately, gender, age, and number of years of work experience of casual employees had no effect on their perceptions of job insecurity. Our findings suggest that regardless of gender, age, or years of work experience of casual employees, they perceived better job stability and opportunities during COVID-19 pandemic if they have a higher education, are financially stress-free, and can manage challenges that come their way.

The role of educational attainment and brain morphology in major depressive disorder: Findings from the ENIGMA major depressive disorder consortium.

Brain structural abnormalities and low educational attainment are consistently associated with major depressive disorder (MDD), yet there has been little research investigating the complex interaction of these factors. Brain structural alterations may represent a vulnerability or differential susceptibility marker, and in the context of low educational attainment, predict MDD. We tested this moderation model in a large multisite sample of 1958 adults with MDD and 2921 controls (aged 18 to 86) from the ENIGMA MDD working group. Using generalized linear mixed models and within-sample split-half replication, we tested whether brain structure interacted with educational attainment to predict MDD status. Analyses revealed that cortical thickness in a number of occipital, parietal, and frontal regions significantly interacted with education to predict MDD. For the majority of regions, models suggested a differential susceptibility effect, whereby thicker cortex was more likely to predict MDD in individuals with low educational attainment, but less likely to predict MDD in individuals with high educational attainment. Findings suggest that greater thickness of brain regions subserving visuomotor and social-cognitive functions confers susceptibility to MDD, dependent on level of educational attainment. Longitudinal work, however, is ultimately needed to establish whether cortical thickness represents a preexisting susceptibility marker. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The role of educational attainment and educational pairings in women's marriage behavior in Turkey

This article focuses on educational attainment in the family formation processes in Turkey, specifically the increase in women's age at first marriage. Using the women's questionnaires from 2008 and 2013 Turkey Demographic and Health Surveys (TDHS), the findings reveal that women with some college or college education marry significantly later than those with less education. More importantly, husband's educational attainment has positive associations with women's age at first marriage if women are also equally and highly educated. Attitudes toward gender equality also play an important role in marriage behavior. Women who do not perceive domestic violence as legitimate and those who are more supportive of gender equality tend to marry moderately but significantly later than others. The findings of the article indicate that in a context of increase in women's access to higher education, educational attainment of both women and men is the primary determinant of family formation processes in Turkey. In addition to logistical factors that late graduation leads to later marriages, the article also claims that higher educated women's expectations from marriage would transform accordingly. These findings also implicate that for women with some college or college education the marriage markets would shift to university campuses.

Inequality in the intergenerational economic mobility in single mother-headed households

ObjectiveThis study examines the underlying pathway of intergenerational economic mobility within single mother-headed families by considering the mediating role of young adult children’s educational attainment. MethodsThe National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to pair data from single mothers and their young adult children. A total of 3,139 single mother and young adult children pairs were chosen for analysis. Ordinary least squares and logistic regression analysis were employed to examine the mediation model. ResultsSingle mothers’ poverty status was negatively associated with both their young adult children’s educational attainment and income. The young adult children’s educational attainment was positively related to their income. Results showed a full mediation of the relationship between single mothers’ poverty status and their young adult children’s income via their young adult children’s educational attainment. DiscussionResearchers should pay more attention to single mother-headed households who may be at higher risk of the intergenerational transmission of inequity. A new framework is necessary to understand intergenerational economic mobility between single mothers and their young adult children. It is imperative to consider the role of educational attainment when examining intergenerational economic mobility between single mothers and their young adult children.

A Global Scoping Review of the Factors Associated with HIV and Syphilis Co-Infection: Findings from 40 Countries

Human immunodeficiency virus (HIV)–syphilis co-infection poses a threat to certain populations, and patients may have considerably poorer health outcomes due to these infections. Our objective was therefore to provide a scoping review of the literature regarding the factors associated with HIV–syphilis coinfection. We searched PubMed, Scopus, and Web of Science, and produced a total of 1412 articles. After completing the screening process as per the Preferred Items for Systematic Review and Meta-Analysis extension for Scoping Review (PRISMA-ScR) guidelines, a total of 109 articles were eligible for inclusion. A total of 68,634 co-infected patients were included in our review. Findings from studies across 40 countries demonstrated that males—particularly men who have sex with men—compose the overwhelming majority of co-infected cases. Additional risk factors include a low CD4 cell count, current or past sexually transmitted infections, and a high number of sexual partners. Our findings have important implications in guiding public health programs across the globe that aim to lower the rates of HIV–syphilis co-infection. More research is also needed on the role of educational attainment, comorbidities, and consistent condom usage regarding the risk for co-infection.

Infant Outcomes among Teenage and Young Mothers: Racial Inequities and the Role of Educational Attainment

To examine the association of age-appropriate maternal educational attainment in teenage and young mothers on infant health outcomes across racial/ethnic groups. In this retrospective, cross-sectional study using Centers for Disease Control and Prevention Wide-Ranging Online Data for Epidemiologic Research Natality data (2016-2017), we included live births comparing 14- to 19- year-old mothers with 20- to 24-year-old mothers. To analyze the association of maternal age-appropriate education (≥8th grade for 15-18years of age, 9th-12th grade/completed high school for 19-24years of age), we conducted multivariable regression adjusting for mothers' demographics, reporting adjusted incidence rate ratios with 95% CI for infant mortality rate, and logistic regression for extreme prematurity and low birth weight, reporting aORs with 95% CI. From 2016 to 2017, there were 1 976 334 live births among women 14-24years of age; 407 576 (20.6%) were in 14- to 19-year-olds. In the multivariable model, increased term infant mortality rate was associated with age 14-19years (adjusted incidence rate ratio 1.18, 95% 1.10, 1.27), age-inappropriate education (adjusted incidence rate ratio 1.38, 95% CI 1.28, 1.48), and non-Hispanic Black mothers (adjusted incidence rate ratio 1.21, 95% CI 1.12, 1.30). Extreme prematurity was associated with women age 14-19years (aOR 1.35, 95% CI 1.30, 1.40), non-Hispanic Black (aOR 2.50, 95% CI 2.39, 2.61), and Hispanic mothers (aOR 1.09, 95% CI 1.04, 1.15). Term infant low birth weight was associated with age 14-19years (aOR 1.14, 95% CI 1.12, 1.16), age-inappropriate education for non-Hispanic White (aOR 1.16, 95% CI 1.11, 1.21), and non-Hispanic Black (aOR 1.08, 1.04, 1.12) mothers. Inadequate maternal educational attainment, which is influenced by modifiable social policies, is associated with increased adverse infant outcomes in mothers 14-24years of age.

Education and Atrial Fibrillation: Mendelian Randomization Study.

Low social-economic status is associated with atrial fibrillation (AF), but the extent of any causative effect is unclear. In the present study, we evaluated the causal role of educational attainment (EA) on AF using Mendelian randomization (MR) analysis. Results from traditional single-variable MR indicated a modest causal effect of EA on AF. Sensitivity analyses using different MR methods yielded consistent results. Multi-variable MR and mediation analysis revealed that the protective effect of higher EA on AF was partially mediated by reducing cardiometabolic risk factors and smoking behavior. Our findings suggest that extending education, for example increasing school-leaving age, could lower the global burden of AF.

Correction to: What shapes cognitions of climate change in Europe? Ideology, morality, and the role of educational attainment

Correction to: What shapes cognitions of climate change in Europe? Ideology, morality, and the role of educational attainment

What shapes cognitions of climate change in Europe? Ideology, morality, and the role of educational attainment

Cognitions about climate change are of critical importance for climate change mitigation as they influence climate-relevant behaviors and the support of climate policy. Using about 30,000 observations from a large-scale representative survey from 23 European countries, this study provides two major findings. First, important policy-relevant climate change cognitions do not only differ by individuals’ ideological identity (left versus right) but—independently—by their moral identity, that is, the pattern of endorsement of the moral foundations: Care, Fairness, Liberty, Loyalty, Authority, and Purity/Sanctity. In particular, controlling for ideological position, the cognitions that the world climate is changing, that climate change is human-made, and that climate change impacts are bad are significantly negatively related to stronger endorsement of the Authority and Sanctity foundations while being positively related to stronger endorsement of the Loyalty and Fairness foundations. Second, not only the ideology-related cognitive divide but the morality-related divide is larger in individuals with tertiary education, consistent with the idea that individuals with greater science literacy and numeracy use these skills to adjust their cognitions to their group identity. The finding that better education may amplify rather than attenuate the ideology and morality dependence of decision-relevant climate change cognitions sheds doubt on the proposition that better education unambiguously furthers the prospects for climate change mitigation.

Links Between Early-Life Contextual Factors and Later-Life Cognition and the Role of Educational Attainment

Educational attainment is a well-documented predictor of later-life cognition, but less is known about upstream contextual factors. This study aimed to identify which early-life contextual factors uniquely predict later-life global cognition and whether educational attainment mediates these relationships. Participants were drawn from the Michigan Cognitive Aging Project (N=461; Mage=63.51; SDage=3.13; 50% non-Hispanic Black). School-level contextual factors included U.S. region during elementary school (Midwest, South, Northeast), racial diversity of school (mostly White, mostly Black, diverse), self-reported education quality, and school type (public versus private). Household-level contextual factors included mother’s and/or father’s education, number of adults (1, 2, 3+), and number of children. Later-life global cognition was operationalized with a composite score derived from a comprehensive neuropsychological battery. A mediation model controlling for sociodemographics estimated total, direct, and indirect effects of contextual factors through educational attainment (years). Lower education quality, attending a mostly Black or diverse school, attending a public school, and reporting three or more adults in the household were each associated with lower cognition. After accounting for educational attainment, associations remained for education quality, school type, and reporting three or more adults in the household. Indirect effects through educational attainment were observed for elementary school region, education quality, racial diversity of school, and mother’s education. School context appears to more consistently predict later-life cognition than household context, highlighting the potential long-term benefits of school-level interventions for cognitive aging. Future research should consider causal relationships among household-level and school-level contextual factors, as well as additional mediators beyond educational attainment.

Attitudes towards abortion: what role do educational attainment and cultural traits play?

Education affects individual values and beliefs, mitigates prejudices and enhances open-mindedness. Additionally, education has been shown to affect cultural traits like trust and respect in societies. Building on this literature and employing an extensive individual-level cross country data from World Value Survey (WVS), we explore the role of educational attainment and cultural traits in shaping attitudes towards abortion. Our results show that higher educational attainment is associated with stronger justification of abortion as a choice. We also show that cultural traits like trust and respect enhance the association between educational attainment and attitudes towards abortion. Obedience, however, erodes the impact of educational attainment on the individual justification for abortion. Our results are robust to a wide array of controls as well as estimates taking into bias arising out of simultaneous sample selection.

The timing and duration of depressive symptoms from adolescence to young adulthood and young adults\u2019 NEET status: the role of educational attainment

PurposeDepressive symptoms are negatively associated with labour market outcomes but whether the timing and duration of depressive symptoms or educational attainment (EA) affect NEET (Neither in Employment, Education, nor Training) is unknown. Therefore, this study aims to examine the effects of timing and duration of depressive symptoms in adolescence and the moderating and mediating role of EA on NEET in young adulthood.MethodsData were used from 1512 participants in the Vestliv Study, a Danish prospective cohort study. Depressive symptoms were measured at age 14, 18 and 21. EA at age 21 and NEET at age 23 were derived from national registers. Logistic regression analyses and a 4-way decomposition approach were applied.ResultsAmong boys, depressive symptoms at ages 14 and 21 increased the risk of NEET (OR 1.65, 95% CI 1.00–2.74 and OR 2.20, 95% CI 1.37–3.53). Among girls, this regarded depressive symptoms at ages 18 and 21 (OR 1.76, 95% CI 1.26–2.46 and OR 1.59, 95% CI 1.13–2.22). For the duration of depressive symptoms, among boys any depressive symptoms increased the risk of NEET. Among girls, only persistent depressive symptoms increased the risk of NEET. EA did not mediate or moderate the association between depressive symptoms and NEET.ConclusionThe timing and duration of depressive symptoms in adolescence matter for the association with NEET in young adulthood, with a double burden for those with both depressive symptoms and low EA. The results emphasize the importance of support for those who experience depressive symptoms in the school-to-work transition.

Resistance to developing brain pathology due to vascular risk factors: the role of educational attainment

Brain pathology develops at different rates between individuals with similar burden of risk factors, possibly explained by brain resistance. We examined if education contributes to brain resistance by studying its influence on the association between vascular risk factors and brain pathology.In 4111 stroke-free and dementia-free community-dwelling participants (62.9 ± 10.7 years), we explored the association between vascular risk factors (hypertension and the Framingham Stroke Risk Profile [FRSP]) and imaging markers of brain pathology (markers of cerebral small vessel disease and brain volumetry), stratified by educational attainment level.Associations of hypertension and FSRP with markers of brain pathology were not significantly different between levels of educational attainment. Certain associations appeared weaker in those with higher compared to lower educational attainment, particularly for white matter hyperintensities (WMH). Supplementary residual analyses showed significant associations between higher educational attainment and stronger resistance to WMH among others.Our results suggest a role for educational attainment in resistance to vascular brain pathology. Yet, further research is needed to better characterize determinants of brain resistance.

Role of Educational attainment in Married Women’s Entry into and Escape from Labor Force in Pakistan

The current analysis aims to establish a disaggregated impact of various stages of education on married women’s labor supply, for which responses on various socio-economic determinants of labor supply have been recorded from 834 females from District Sahiwal. Binomial Logistic Regression analysis concluded that education is generally the most significant factor of female labor supply. A higher likelihood has been observed between educated females and a lower probability for non-educated ones to fall into the active labor force. However, a higher level of assets ensures a lower probability of falling into the workforce, furthermore, age, marital status, presence of children, and family setup corroborate female labor supply with a positive impact. Efforts need to be made to transform a woman’s role from an “income shielding” to an “income-generating” role by providing education. Female economic contribution and empowerment are influential tools to uplift the living standard of the household level.

Risky Alcohol Drinking Pattern and Its Association with Educational Attainment and Wealth Index among Adult Men Population in Ethiopia: Further Analysis of 2016 Ethiopian Demographic Health Survey.

Risky alcohol drinking is one of the major public health problems and an important health risk factor for premature death and disability worldwide. Identifying the determinants of risky alcohol drinking patterns is crucial for developing and improving intervention on drinking behavior. In Ethiopia, the role of educational attainment and affluence in reducing risky alcohol drinking patterns among men remains unclear. Therefore, this study aimed to assess the association of educational status and affluence with risky alcohol drinking patterns using national representative data in Ethiopia. Secondary data analysis was conducted on 12,688 adult men using data from the 2016 Ethiopia Demographic Health Survey (EDHS). The dependent variable was a risky alcohol drinking pattern which is defined as the consumption of alcohol every day in the last 12 months before the interview. Multivariable logistic regression was employed to assess the association between educational attainment, Ethiopian standard wealth index, and risky alcohol drinking pattern, after adjusting for the potential confounders. The overall magnitude of risky alcohol drinking patterns among men in Ethiopia was 4.5% (95% CI: 3.4–5.9). Of the total men who had ever taken alcohol, 9.7% of men drink almost every day in the last 12 months. The odds of having a risky alcohol drinking pattern were lower among men who completed secondary education (AOR = 0.56 (0.329–0.961)) and men who completed higher education levels (AOR = 0.35 (0.164–0.765)) as compared to men who did not attend any formal education. Adult men in the top two wealth quintiles were twice more likely to have risky alcohol drinking patterns than those in the lowest wealth quintile (AOR = 2.13 (1.254–3.605)). This study showed that from the total adult male population, nearly 5% of Ethiopian men had risky drinking patterns. Individuals with low educational status and greater affluence engaged in high-risk alcohol consumption behavior.

Attention-deficit/hyperactivity disorder and occupational outcomes: The role of educational attainment, comorbid developmental disorders, and intellectual disability.

BackgroundIndividuals with ADHD are at increased risk for poor occupational outcomes. Educational attainment and psychiatric comorbidity may be important contributing factors for these outcomes, but the role of these factors is not well characterized. This study aimed to investigate the associations between ADHD and occupational outcomes, and to examine the influence of educational attainment, comorbid developmental disorders and intellectual disability on these associations.MethodsWe linked the Swedish population graduating from compulsory school 1998–2008 (N = 1.2 millions) to population-wide register-based data on clinical psychiatric diagnoses and medications, objective annual measures of educational, and occupational outcomes. Individuals were followed for between 6 to 16 years after graduation.ResultsIndividuals with ADHD had annually on average 17 percent lower income, ratio = 0.83 (95% CI 0.83–0.84), 12.19 (11.89–12.49) more days of unemployment, and a higher likelihood of receiving disability pension, odds-ratio = 19.0 (18.4–19.6), compared to controls. Comorbid diagnoses of intellectual disability and developmental disorder explained most of the association between ADHD and disability pension, while lifetime educational attainment partially explained associations between ADHD and all occupational outcomes. Analyses of occupational trajectories found that income was lower and unemployment elevated relative to controls with the same educational attainment. Higher educational attainment correlated with higher income similarly among individuals with ADHD and controls after accounting for individual background factors.ConclusionsThe occupational burden associated with ADHD is substantial. Comorbid developmental disorders, intellectual disability and educational difficulties (e.g., failing grades) from childhood to adulthood are important factors to consider when designing interventions to improve occupational outcomes in individuals with ADHD.

The “first-generation effect” on perceptions and academic performance of pharmacy students

IntroductionThe “first-generation effect” refers to familial educational attainment's role in first-generation student academic success. It often implies low academic achievements at associate and bachelor degree levels. Would this be true at the doctor of pharmacy (PharmD) level? This study assessed perceptions and first-professional (P1) year student academic performance of first-generation vs. non-first-generation PharmD cohorts at the Feik School of Pharmacy. MethodsPerceptions (academic and personal support) were assessed via a 49-question survey at the start of the second- and third-professional years. Academic performance was assessed via measures of academic success (course grades, grade point average, supplemental instruction enrollments, and academic infractions) in P1 year. Statistical t-tests and F-tests were used to analyze differences in perceptions and academic performance for the two cohorts. ResultsFrom 132 eligible students, 128 completed the survey (97% response rate) and 58 (45%) were first-generation students. First-generation students had a lower perception of their academic success, and they perceived finances as one of their greatest barriers (86% vs. 64%). Fifteen P1 courses were reviewed for academic performance, and first generations had lower final course grades in only two courses (Anatomy and Physiology 1; Medical Microbiology and Immunology). For measures of academic success, no significant differences were noted. ConclusionsOverall, this study suggested that first-generation status may not be a hindrance to academic performance at the PharmD level, but that financial perceptions and a lower self-perception of academic success seem to be major barriers for first-generation PharmD students.