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

Author

Listed:
  • Chenguang Du
  • Yasuo Miyazaki
  • XinQi Dong
  • Mengting Li
  • Jessica Kelley

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

Suggested Citation

  • Chenguang Du & Yasuo Miyazaki & XinQi Dong & Mengting Li & Jessica Kelley, 2023. "Education, Social Engagement, and Cognitive Function: A Cross-Lagged Panel Analysis," The Journals of Gerontology: Series B, The Gerontological Society of America, vol. 78(10), pages 1756-1764.
    • Handle: RePEc:oup:geronb:v:78:y:2023:i:10:p:1756-1764.
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    File URL: http://hdl.handle.net/10.1093/geronb/gbad088
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