Sex differences in the effect of education on depression: Resource multiplication or resource substitution?

Sex differences in the effect of education on depression: Resource multiplication or resource substitution?
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DOI:
10.1016/j.socscimed.2006.03.013
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发表时间:
2006-09-01
影响因子:
5.4
通讯作者:
Mirowsky, John
Mirowsky, John
中科院分区:
医学2区
文献类型:
--
作者:
Ross, Catherine E.;Mirowsky, John

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教育对一种性别的心理健康的改善程度是否高于另一种性别?资源替代理论认为,教育对妇女的福祉改善更大,因为社会经济劣势使她们更多地依赖教育来实现福祉。资源倍增意味着相反的情况,即教育对男性的福利改善更大,因为他们从中获得了更大的劳动力市场回报,如权威和收入。1995年对美国成年人进行的一项调查以及1998年和2001年的随访数据支持资源替代假说。随着教育水平的提高,妇女抑郁症的减少幅度大于男子。抑郁症的性别差距在大学或更高学历的人中基本消失。两种中介相互作用似乎可以解释这种收敛。教育对女性的工作创造力的提高比男性更快,从而减少了抑郁症。受教育程度对男女控制感的增加是一样的,但随着控制感的增加,女性抑郁症的下降幅度更大。抑郁向量的增长曲线分析证实了资源替代模式。成年生活过程模式的抑郁水平和变化更强烈地取决于妇女比男子的教育。(c)2006爱思唯尔有限公司保留所有权利。
Does education improve psychological well-being more for one sex than for the other? Resource substitution theory hypothesizes that education improves well-being more for women, because socioeconomic disadvantage makes them depend more on education to achieve well-being. Resource multiplication implies the opposite, that education improves well-being more for men, because they get bigger labor market payoffs from it such as authority and earnings. Data from a 1995 survey of US adults with follow-ups in 1998 and 2001 support the resource substitution hypothesis. Depression decreases more steeply for women than for men as the level of education increases. The gender gap in depression essentially disappears among persons with a college degree or higher. Two mediating interactions appear to account for the convergence. Education increases work creativity more sharply for women than for men, thereby reducing depression. Education increases the sense of control for both sexes equally, but depression declines more steeply for women as sense of control increases. Growth curve analyses of depression vectors confirm the resource substitution pattern. The adulthood life course pattern of depression levels and changes depends more strongly on education for women than for men. (c) 2006 Elsevier Ltd. All rights reserved.