Evaluating interpersonal discrimination and depressive symptoms as partial mediators of the effects of education on cognition: Evidence from the Study of Healthy Aging in African Americans (STAR).
Evaluating interpersonal discrimination and depressive symptoms as partial mediators of the effects of education on cognition: Evidence from the Study of Healthy Aging in African Americans (STAR).
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评估人际歧视和抑郁症状作为教育对认知影响的部分中介：来自非裔美国人健康老龄化研究（STAR）的证据。
DOI：
10.1002/alz.12957
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Glymour,MMaria
中科院分区：
文献类型：
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作者：
Cintron,DakotaW;Calmasini,Camilla;Barnes,LisaL;Mungas,DanM;Whitmer,RachelA;Eng,ChloeW;Gilsanz,Paola;George,KristenM;Peterson,RachelL;Glymour,MMaria
IntroductionEducation is correlated with positive health outcomes, but associations are sometimes weaker among African Americans. The extent to which exposure to discrimination and depressive symptoms attenuates the education‐cognition link has not been investigated.MethodsStudy of Healthy Aging in African Americans (STAR) participants (n= 764; average age 69 years) completed the Spanish and English Neuropsychological Assessment Scales. We assessed everyday and major lifetime discrimination and depressive symptoms as mediators of education effects on cognition using G‐estimation with measurement error corrections.ResultsEducation was correlated with greater major lifetime and everyday discrimination but lower depressive symptoms. Accounting for discrimination and depressive symptoms slightly reduced the estimated effect of education on cognition. The estimated total effect of graduate education (vs <Bachelor's) was 0.66 (95% confidence interval [CI]: 0.62, 0.68), and the direct effect not mediated by discrimination or depressive symptoms was 0.60 (95% CI: 0.43, 0.76).DiscussionEducation has robust effects on later‐life cognition after controlling multiple mediating pathways and offsetting mechanisms.
