Does education buffer the impact of disability on psychological distress?
Does education buffer the impact of disability on psychological distress?
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DOI：
10.1016/j.socscimed.2010.04.004
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发表时间：
2010-07-01
影响因子：
5.4
通讯作者：
Monden, Christiaan W. S.
中科院分区：
文献类型：
--
作者：
Mandemakers, Jornt J.;Monden, Christiaan W. S.
本文探讨了教育是否缓冲身体残疾对心理困扰的影响。它进一步调查了什么使教育有帮助，通过检查是否认知能力和职业阶层可以解释教育的缓冲作用。1958年英国全国儿童发展研究的两个波被用来测试的假设，即在成年早期（23至33岁）的身体残疾的发病有较高的教育人群的心理困扰的影响较小。共有423名受访者（4.6%）在23至33岁之间出现身体残疾。我们发现，较高的教育水平缓冲残疾的心理影响。认知能力和职业等级也可以防止残疾的影响。教育缓冲区的出现部分是因为教育水平较高的人具有更高的认知能力，但教育水平较高的人的更好的社会地位似乎更重要。这些研究结果的社会梯度在健康的影响进行了讨论。(C)2010爱思唯尔有限公司版权所有。
This paper investigates whether education buffers the impact of physical disability on psychological distress. It further investigates what makes education helpful, by examining whether cognitive ability and occupational class can explain the buffering effect of education. Two waves of the 1958 British National Child Development Study are used to test the hypothesis that the onset of a physical disability in early adulthood (age 23 to 33) has a smaller effect on psychological distress among higher educated people. In total 423 respondents (4.6%) experienced the onset of a physical disability between the ages of 23 and 33. We find that a higher educational level cushions the psychology impact of disability. Cognitive ability and occupational class protect against the effect of a disability too. The education buffer arises in part because individuals with a higher level of education have more cognitive abilities, but the better social position of those with higher levels of education appears to be of greater importance. Implications of these findings for the social gradient in health are discussed. (C) 2010 Elsevier Ltd. All rights reserved.