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Mucignat-Caretta C, Soravia G. Positive or negative environmental modulations on human brain development: the morpho-functional outcomes of music training or stress. Front Neurosci 2023; 17:1266766. [PMID: 38027483 PMCID: PMC10657192 DOI: 10.3389/fnins.2023.1266766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 10/18/2023] [Indexed: 12/01/2023] Open
Abstract
In the last couple of decades, the study of human living brain has benefitted of neuroimaging and non-invasive electrophysiological techniques, which are particularly valuable during development. A number of studies allowed to trace the usual stages leading from pregnancy to adult age, and relate them to functional and behavioral measurements. It was also possible to explore the effects of some interventions, behavioral or not, showing that the commonly followed pathway to adulthood may be steered by external interventions. These events may result in behavioral modifications but also in structural changes, in some cases limiting plasticity or extending/modifying critical periods. In this review, we outline the healthy human brain development in the absence of major issues or diseases. Then, the effects of negative (different stressors) and positive (music training) environmental stimuli on brain and behavioral development is depicted. Hence, it may be concluded that the typical development follows a course strictly dependent from environmental inputs, and that external intervention can be designed to positively counteract negative influences, particularly at young ages. We also focus on the social aspect of development, which starts in utero and continues after birth by building social relationships. This poses a great responsibility in handling children education and healthcare politics, pointing to social accountability for the responsible development of each child.
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Affiliation(s)
| | - Giulia Soravia
- Department of Mother and Child Health, University of Padova, Padova, Italy
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Jia T, Schumann G. How cognitive neuroscience can enhance education and population mental health. Sci Bull (Beijing) 2022; 67:1542-1543. [PMID: 36546280 DOI: 10.1016/j.scib.2022.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Affiliation(s)
- Tianye Jia
- Center for Population Neuroscience and Precision Medicine (PONS), Institute for Science and Technology of Brain-inspired Intelligence, Fudan University, Shanghai 200433, China.
| | - Gunter Schumann
- Center for Population Neuroscience and Precision Medicine (PONS), Institute for Science and Technology of Brain-inspired Intelligence, Fudan University, Shanghai 200433, China; PONS-Center, Department of Psychiatry and Psychotherapy, Charité Campus Mitte, Charité Universitätsmedizin Berlin, Berlin 10117, Germany.
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Janousch C, Anyan F, Morote R, Hjemdal O. Resilience patterns of Swiss adolescents before and during the COVID-19 pandemic: a latent transition analysis. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2022. [DOI: 10.1080/02673843.2022.2091938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Affiliation(s)
- Clarissa Janousch
- Institute for Research and Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Brugg-Windisch, Switzerland
| | - Frederick Anyan
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
| | - Roxanna Morote
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
- Department of Psychology, Catholic University of Peru, San Miguel, Peru
| | - Odin Hjemdal
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway
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Cecato JF, Balduino E, Martinelli JE, Aprahamian I. Brief version of the CAMCOG for illiterate older adults with Alzheimer's dementia. ARQUIVOS DE NEURO-PSIQUIATRIA 2021; 79:864-870. [PMID: 34706015 DOI: 10.1590/0004-282x-anp-2020-0473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Accepted: 01/12/2021] [Indexed: 11/22/2022]
Abstract
BACKGROUND The Cambridge Cognition Examination (CAMCOG) is one of the most used cognitive assessment batteries for older adults. OBJECTIVE To evaluate a brief version of the CAMCOG for illiterate older adults (CAMCOG-BILL) with Alzheimer's dementia (AD) and healthy controls (CG). METHODS Cross-sectional case-control study with 246 illiterate older adults (AD [n=159] and CG [n=87], composed by healthy seniors without cognitive complaints) who never attended school or took reading or writing lessons. Diagnosis of AD was established based on the NIA-AA and DSM-5 criteria. All participants were assessed with the CAMCOG by a researcher blinded for diagnosis. To assess the consistency of the chosen CAMCOG-BILL sub-items, we performed a binary logistic regression analysis. RESULTS Both the CAMCOG and the CAMCOG-BILL had satisfactory psychometric properties. The area under the curve (AUC) was 0.932 (p<0.001) for the original version of CAMCOG and 0.936 for the CAMCOG-BILL. Using a cut-off score of ≥60 (CAMCOG) and ≥44 (CAMCOG-BILL), both instruments had the same sensitivity and specificity (89 and 96%, respectively). CONCLUSION The CAMCOG-BILL may be a preferred tool because of the reduced test burden for this vulnerable subgroup of illiterate patients with dementia.
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Affiliation(s)
- Juliana Francisca Cecato
- Faculdade de Medicina de Jundiaí, Departamento de Medicina Interna, Divisão de Geriatria, Group of Investigation on Multimorbidity and Mental Health in Aging, Jundiaí SP, Brazil.,Universidade São Francisco, Departamento de Psicologia, Bragança Paulista SP, Brazil
| | - Everton Balduino
- Faculdade de Medicina de Jundiaí, Departamento de Medicina Interna, Divisão de Geriatria, Group of Investigation on Multimorbidity and Mental Health in Aging, Jundiaí SP, Brazil
| | - José Eduardo Martinelli
- Faculdade de Medicina de Jundiaí, Departamento de Medicina Interna, Divisão de Geriatria, Group of Investigation on Multimorbidity and Mental Health in Aging, Jundiaí SP, Brazil
| | - Ivan Aprahamian
- Faculdade de Medicina de Jundiaí, Departamento de Medicina Interna, Divisão de Geriatria, Group of Investigation on Multimorbidity and Mental Health in Aging, Jundiaí SP, Brazil
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Muñoz IG, Baker DP, Peters E. Explaining the Education-Health Gradient in Preventing STIs in Andean Peru: Cognitive Executive Functioning, Awareness and Health Knowledge. INTERNATIONAL PERSPECTIVES ON SEXUAL AND REPRODUCTIVE HEALTH 2020; 46:113-124. [PMID: 32701061 PMCID: PMC7889290 DOI: 10.1363/46e9320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
CONTEXT Little is known about the pathways mediating the relationship between education and health. It is widely assumed that formal schooling leads to awareness of health risks (e.g., STIs) and, in turn, to adoption of preventive behavior (e.g., condom use); however, evidence supporting this mechanism has been limited. METHODS Survey data were collected in 2010 from a sample of 247 adults aged 30-62 living in an isolated Andean district of Peru; these individuals had widely varying exposure to schooling, and their community had recently experienced elevated risks of STIs. Structural equation modeling was used to estimate the degree to which schooling is associated with cognitive resources, STI awareness and sexual health knowledge, and how these jointly are associated with ever-use of condoms. RESULTS Thirty-two percent of respondents reported ever-use of condoms. One additional year of schooling was associated with a 2.7-percentage-point increase in the probability of condom use, after adjustment for covariates. The pathway between education and condom use was mediated by cognitive executive functioning (CEF) skills (0.26 standard deviations), STI awareness (0.09) and sexual health knowledge (0.10); CEF skills were associated with condom use both directly and indirectly, through STI awareness and sexual health knowledge, and accounted for two-thirds of the education-condom use gradient. CONCLUSIONS The relationship between education and STI prevention may be more complex than is often assumed and is mediated by CEF skills, STI awareness and sexual health knowledge. Studies should examine whether STI prevention interventions are more effective if they enhance cognitive skills used to translate information into protective behaviors.
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Affiliation(s)
- Ismael G Muñoz
- Graduate research assistant, Department of Education Policy Studies, The Pennsylvania State University, University Park, PA, USA,
| | - David P Baker
- Professor, Departments of Sociology, Education and Demography, The Pennsylvania State University, University Park, PA, USA
| | - Ellen Peters
- Professor, School of Journalism and Communication, University of Oregon, Eugene, OR, USA
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Amani M, Nazifi M, Sorkhabi N. Parenting styles and academic achievement of early adolescent girls in Iran: mediating roles of parent involvement and self-regulated learning. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00422-y] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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The Population Education Transition Curve: Education Gradients Across Population Exposure to New Health Risks. Demography 2018; 54:1873-1895. [PMID: 28875332 DOI: 10.1007/s13524-017-0608-9] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
The salutary effect of formal education on health-risk behaviors and mortality is extensively documented: ceteris paribus, greater educational attainment leads to healthier lives and longevity. Even though the epidemiological evidence has strongly indicated formal education as a leading "social vaccine," there is intermittent reporting of counter-education gradients for health-risk behavior and associated outcomes for certain populations during specific periods. How can education have both beneficial and harmful effects on health, and under which contexts do particular effects emerge? It is useful to conceptualize the influence of education as a process sensitive to the nature, timing of entry, and uniqueness of a new pleasurable and desirable lifestyle and/or product (such as smoking) with initially unclear health risks for populations. Developed herein is a hypothesis that the education gradient comprises multiple potent pathways (material, psychological, cognitive) by which health-risk behaviors are influenced, and that there can be circumstances under which pathways act in opposite directions or are differentially suppressed and enhanced. We propose the population education transition (PET) curve as a unifying functional form to predict shifting education gradients across the onset and course of a population's exposure to new health risks and their associated consequences. Then, we estimate PET curves for cases with prior epidemiological evidence of heterogeneous education gradients with health-risk behaviors related to mass-produced cigarettes in China and the United States; saturated fats, sugar, and processed food diets in Latin America; and HIV infection in sub-Saharan Africa. Each offers speculation on interactions between environmental factors during population exposure and education pathways to health-risk behaviors that could be responsible for the temporal dynamics of PET curves. Past epidemiological studies reporting either negative or positive education gradients may not represent contradictory findings as much as come from analyses unintentionally limited to just one part of the PET process. Last, the PET curve formulation offers richer nuances about educational pathways, macro-historical population dynamics, and the fundamental cause of disease paradigm.
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Lutz W, Kebede E. Education and Health: Redrawing the Preston Curve. POPULATION AND DEVELOPMENT REVIEW 2018; 44:343-361. [PMID: 29937609 PMCID: PMC6001628 DOI: 10.1111/padr.12141] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
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Bergold S, Wirthwein L, Rost DH, Steinmayr R. What happens if the same curriculum is taught in five instead of six years? A quasi-experimental investigation of the effect of schooling on intelligence. COGNITIVE DEVELOPMENT 2017. [DOI: 10.1016/j.cogdev.2017.08.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Is education a risk factor or social vaccine against HIV/AIDS in Sub-Saharan Africa? The effect of schooling across public health periods. JOURNAL OF POPULATION RESEARCH 2017. [DOI: 10.1007/s12546-017-9192-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Byhoff E, Hamati MC, Power R, Burgard SA, Chopra V. Increasing educational attainment and mortality reduction: a systematic review and taxonomy. BMC Public Health 2017; 17:719. [PMID: 28923038 PMCID: PMC5604174 DOI: 10.1186/s12889-017-4754-1] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Accepted: 09/12/2017] [Indexed: 11/24/2022] Open
Abstract
Background Understanding the relationship between increasing educational attainment and mortality reduction has important policy and public health implications. This systematic review of the literature establishes a taxonomy to facilitate evaluation of the association between educational attainment and early mortality. Methods Following PRISMA guidelines, we searched Ovid Medline, Embase, PubMed and hand searches of references for English-language primary data analyses using education as an independent variable and mortality as a dependent variable. Initial searches were undertaken in February 2015 and updated in April 2016. Results One thousand, seven hundred and eleven unique articles were identified, 418 manuscripts were screened and 262 eligible studies were included in the review. After an iterative review process, the literature was divided into four study domains: (1) all-cause mortality (n = 68, 26.0%), (2) outcome-specific mortality (n = 89, 34.0%), (3) explanatory pathways (n = 51, 19.5%), and (4) trends over time (n = 54, 20.6%). These four domains comprise a novel taxonomy that can be implemented to better quantify the relationship between education and mortality. Conclusions We propose an organizational taxonomy for the education-mortality literature based upon study characteristics that will allow for a more in-depth understanding of this association. Our review suggests that studies that include mediators or subgroups can explain part, but not all, of the relationship between education and early mortality. Trial registration PROSPERO registration # CRD42015017182. Electronic supplementary material The online version of this article (10.1186/s12889-017-4754-1) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Elena Byhoff
- Department of Medicine, Tufts Medical Center, Tufts University School of Medicine, 800 Washington St Box #63, Boston, MA, 02111, USA.
| | | | | | - Sarah A Burgard
- Department of Sociology, University of Michigan, Ann Arbor, MI, USA
| | - Vineet Chopra
- Division of General Internal Medicine, University of Michigan, Ann Arbor, MI, USA
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Global Sustainable Development priorities 500 y after Luther: Sola schola et sanitate. Proc Natl Acad Sci U S A 2017. [PMID: 28630291 DOI: 10.1073/pnas.1702609114] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022] Open
Abstract
Martin Luther succinctly summarized his theology in sola statements, such as sola scriptura, viewing the Bible (scriptura) as the only valid source of information about God rather than what he viewed as the extraneous, corrupting church doctrine of the time. As a secular side effect of this focus on individual reading skills, the Protestant territories were the first to acquire high literacy rates, which subsequently fostered health, economic growth, and good governance. Here I argue that a similar priority focus on empowerment of all segments of all populations through education and health (sola schola et sanitate) is needed today for sustainable development. According to decades of research, education and health are essential prerequisites for ending poverty and hunger, for improving institutions and participation in society, for voluntary fertility declines and ending world population growth, for changing behavior and adoption of new and clean technologies, and for enhancing adaptive capacity to already unavoidable climate change. This approach avoids paternalistic imposition of development policies by focusing external aid on enabling people to help themselves, their families, and communities. Prioritizing education and health also helps move more industrialized, aging societies from a focus on material consumption to one on quality of life. Sola schola et sanitate suggests that well-being will increasingly be based on health, continued mental stimulation, and consumption of cultural products, rather than fossil fuels and materials. Thus, cognition-or brain power-can be viewed as the zero-emissions energy for sustainable development.
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Brod G, Bunge SA, Shing YL. Does One Year of Schooling Improve Children's Cognitive Control and Alter Associated Brain Activation? Psychol Sci 2017; 28:967-978. [PMID: 28489500 DOI: 10.1177/0956797617699838] [Citation(s) in RCA: 51] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023] Open
Abstract
The "5-to-7-year shift" refers to the remarkable improvements observed in children's cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior-that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental context of formal schooling shapes brain mechanisms underlying improved focus on cognitively demanding tasks.
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Affiliation(s)
- Garvin Brod
- 1 Max Planck Institute for Human Development, Center for Lifespan Psychology, Berlin, Germany.,2 German Institute for International Educational Research, Frankfurt am Main, Germany
| | - Silvia A Bunge
- 3 Department of Psychology, University of California, Berkeley.,4 Helen Wills Neuroscience Institute, University of California, Berkeley
| | - Yee Lee Shing
- 1 Max Planck Institute for Human Development, Center for Lifespan Psychology, Berlin, Germany.,5 Division of Psychology, University of Stirling
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Puchert JI, Dodd N, Viljoen KL. Secondary education as a predictor of aptitude: Implications for selection in the automotive sector. SA JOURNAL OF INDUSTRIAL PSYCHOLOGY 2017. [DOI: 10.4102/sajip.v43i0.1416] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Orientation: Details of applicants’ secondary education (incorporating subject choice) could be a useful screening tool when processing large applicant pools. Here, the relationships between secondary education (incorporating subject choice) and the reasoning and visual perceptual speed components of the Differential Aptitude Test are explored.Research purpose: The objective of the study was to determine whether type of secondary education (incorporating subject choice) could be used as a substitute for reasoning (verbal and non-verbal) and/or visual perceptual speed aptitudes in the selection of operators for an automotive plant in South Africa.Motivation for the study: The motivation for this study arose from the evident gap in academic literature as well as the selection needs of the automotive industry.Research design, approach and method: This research adopted a quantitative approach. It involved a non-probability convenience quota sample of 2463 work-seeking applicants for an automotive operator position in South Africa. Participants completed a biographical questionnaire and three subtests from the Differential Aptitude Test battery. The Chi-square test was used to determine the relationship between type of secondary education (incorporating subject choice) and selected cognitive aptitudes.Main findings: The study’s findings revealed statistically and practically significant relationships between type of secondary education (incorporating subject choice), verbal reasoning, non-verbal reasoning and visual perceptual speed. Broad performance levels in the three aptitude subtests employed in this study were significantly associated with the type of matriculation certificate held by applicants. The findings specifically indicated that the secondary education types that included the subjects mathematics or both mathematics and science were associated with higher levels of performance in the three aptitudes. This had consequences for these applicants’ success in the screening process which could lead to enhanced chances of employability.Practical and managerial implications: Applicants’ type of secondary education (incorporating subject choice) could be regarded as a key criterion in human resource selection and be instructive in the screening process. This could reduce the candidate pool prior to more costly psychometric assessments.Contribution or value-add: The findings are specifically relevant to the South African automotive industry in terms of their human resource selection practices. The insights gained from the findings may also be used as a guide to human resource practitioners in the selection of similar level employees in other working contexts. The study makes a case for a multiple-hurdle approach to selection.
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The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2015.01.003] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Lutz W, Muttarak R, Striessnig E. Universal education is key to enhanced climate adaptation. Science 2014; 346:1061-2. [DOI: 10.1126/science.1257975] [Citation(s) in RCA: 99] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
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Jackson CL, Szklo M, Yeh HC, Wang NY, Dray-Spira R, Thorpe R, Brancati FL. Black-white disparities in overweight and obesity trends by educational attainment in the United States, 1997-2008. J Obes 2013; 2013:140743. [PMID: 23691282 PMCID: PMC3649192 DOI: 10.1155/2013/140743] [Citation(s) in RCA: 62] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/02/2012] [Revised: 02/26/2013] [Accepted: 03/17/2013] [Indexed: 12/13/2022] Open
Abstract
BACKGROUND Few studies have examined racial and educational disparities in recent population-based trends. METHODS We analyzed data of a nationally representative sample of 174,228 US-born adults in the National Health Interview Survey from 1997 to 2008. We determined mean BMI trends by educational attainment and race and black-white prevalence ratios (PRs) for overweight/obesity (BMI > 25 kg/m(2)) using adjusted Poisson regression with robust variance. RESULTS From 1997 to 2008, BMI increased by ≥1 kg/m(2) in all race-sex groups, and appeared to increase faster among whites. Blacks with greater than a high school education (GHSE) had a consistently higher BMI over time than whites in both women (28.3 ± 0.14 to 29.7 ± 0.18 kg/m(2) versus 25.8 ± 0.58 to 26.5 ± 0.08 kg/m(2)) and men (28.1 ± 0.17 kg/m(2) to 29.0 ± 0.20 versus 27.1 ± 0.04 kg/m(2) to 28.1 ± 0.06 kg/m(2)). For participants of all educational attainment levels, age-adjusted overweight/obesity was greater by 44% (95% CI: 1.42-1.46) in black versus white women and 2% (1.01-1.04) in men. Among those with GHSE, overweight/obesity prevalence was greater (PR: 1.52; 1.49-1.55) in black versus white women, but greater (1.07; 1.05-1.09) in men. CONCLUSIONS BMI increased steadily in all race-sex and education groups from 1997 to 2008, and blacks (particularly women) had a consistently higher BMI than their white counterparts. Overweight/obesity trends and racial disparities were more prominent among individuals with higher education levels, compared to their counterparts with lower education levels.
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Affiliation(s)
- Chandra L Jackson
- Department of Nutrition, Harvard School of Public Health, Boston, MA 02115, USA.
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Understanding the association between maternal education and use of health services in Ghana: exploring the role of health knowledge. J Biosoc Sci 2012; 44:733-47. [PMID: 22377424 DOI: 10.1017/s0021932012000041] [Citation(s) in RCA: 57] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
This paper examines the role of health knowledge in the association between mothers' education and use of maternal and child health services in Ghana. The study uses data from a nationally representative sample of female respondents to the 2008 Ghana Demographic and Health Survey. Ordered probit regression models evaluate whether women's health knowledge helps to explain use of three specific maternal and child health services: antenatal care, giving birth with the supervision of a trained professional and complete child vaccination. The analyses reveal that mothers' years of formal education are strongly associated with health knowledge; health knowledge helps explain the association between maternal education and use of health services; and, net of a set of stringent demographic and socioeconomic controls, mothers' health knowledge is a key factor associated with use of health services.
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