Gene-Education Interactions and Psychological Health

基因教育相互作用与心理健康

• 批准号: 9912681
• 负责人: Silvia Helena Barcellos
• 金额: $ 20.63万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-04-15 至 2022-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9912681
• 关键词: Affect; Age; Attention; Behavioral Genetics; Books; Candidate Disease Gene; Data; Data Set; Development; Dimensions; Drops; Education; Elderly; Endowment; England; Environment; Evaluation; Genes; Genetic Markers; Genetic Predisposition to Disease; Genetic study; Genotype; Health; Income; Individual; Inequality; Investments; Laws; Life; Literature; Measures; Mental Depression; Mental Health; Mental disorders; Methods; Natural experiment; Outcome; Paper; Participant; Patient Self-Report; Personal Satisfaction; Persons; Policies; Production; Productivity; Proxy; Reporting; Research; Risk; Running; Sampling; School-Age Population; Schools; Secondary Schools; Source; Stress; Students; Testing; Time; Variant; Wages; Well in self; Work; base; biobank; design; environmental change; gene environment interaction; genetic makeup; genetic predictors; improved; large datasets; mental health education; physical conditioning; predictive marker; satisfaction; social determinants; social science research; socioeconomics; success

Project Summary/Abstract The effect of education on subjective well-being and mental health is an understudied topic, with the existing literature focusing mostly on how education affects physical health outcomes. The lack of attention to psychological well-being outcomes is especially surprising given initiatives to use subjective well-being to supplement or even replace traditional measures of progress and policy evaluation such as GDP and income. There is a strong association between education and later life mental health and well-being (Cutler and Lleras- Muney 2006; Deaton and Kahneman 2010), which a necessary but not sufficient condition for a causal relation running from education to psychological well-being. First, early life health might affect educational attainment. In addition, third factors such as environmental circumstances and endowed abilities can drive both educational choices and well-being. Importantly, environmental circumstances and endowments most likely interact in the production of psychological well-being, so that endowments moderate environmental effects (or vice-versa). In this exploratory R21, we will investigate how one environmental circumstance interacts with endowed abilities to produce later life psychological well-being. Specifically, we will study a school reform that exogenously increased secondary education and test how its well-being effects vary with individual genetic predisposition to high educational attainment. We define psychological well-being as not only absence of mental illness but also the presence of positive subjective well-being. We hypothesize that the productivity of schooling investments depends on genetically determined ability, and that the sign of this relationship varies with the outcome under study. Heckman et al. (2017), for example, find that while the monetary returns to education are higher for high ability individuals, the non-monetary benefits, including mental health, are larger for low-ability persons. We exploit England's Raising of School Leaving Age Order of 1972 as a natural experiment to uncover the causal effects of education on psychological well-being. This policy increased the minimum school-leaving age from 15 to 16 years for all students born on or after September 1st 1957, generating a well-documented discontinuity in education. By comparing the well-being of those born before and after 9/1/1957, we will investigate whether this extra schooling had an effect on health 35 years later. By testing if these effects vary by genetic predisposition to education, we can study gene-environment interactions. We will estimate the effects of education on a number of well-being measures, allowing us to test if education affects different well-being measures differently. It might increase stress while at the same time improving life satisfaction, for example. To what extent can educational policy increase life's prospects and improve later life well-being? Are there well- being dimensions that are harmed by education? How do policies and genotypes interact to produce health and well-being? We aim to answer these questions by combining a large dataset with a number of well-being measures, a well-documented natural experiment and recently developed methods in behavioral genetics.

项目总结/摘要 教育对主观幸福感和心理健康的影响是一个未充分研究的话题，现有的 主要关注教育如何影响身体健康结果的文献。不重视 心理健康的结果是特别令人惊讶的主动使用主观幸福感， 补充甚至取代传统的进展衡量和政策评估，如国内生产总值和收入。 教育与晚年的心理健康和幸福感之间有很强的联系（Cutler和Lleras- Muney 2006; Deaton和Kahneman 2010），这是因果关系的必要但非充分条件 从教育到心理健康。首先，早期健康可能会影响教育程度。在 此外，第三种因素，如环境条件和天赋能力，可以驱动教育和 选择和幸福。重要的是，环境条件和禀赋最有可能在 心理健康的生产，使禀赋适度的环境影响（反之亦然）。 在这个探索性的R21中，我们将研究一个环境条件如何与天赋能力相互作用 来产生晚年的心理健康。具体来说，我们将研究一个学校的改革， 增加中等教育，并测试其对健康的影响如何随个人遗传倾向而变化， 较高教育程度。我们将心理健康定义为不仅没有精神疾病， 积极的主观幸福感。我们假设教育投资的生产率 取决于遗传决定的能力，并且这种关系的符号随着情况下的结果而变化 study.例如，Heckman等人（2017年）发现，虽然教育的货币回报率较高， 对于能力较低的人来说，包括心理健康在内的非货币福利更大。 我们利用英国1972年提高离校年龄令作为一个自然的实验，以揭示 教育对心理健康的因果影响。这项政策提高了最低离校年龄 1957年9月1日或之后出生的所有学生的年龄为15至16岁， 教育的中断。通过比较1957年9月1日之前和之后出生的人的幸福感，我们将 调查这种额外的教育是否对35年后的健康产生了影响。通过测试这些影响是否随 遗传倾向的教育，我们可以研究基因与环境的相互作用。我们将评估 教育对一些福祉的措施，使我们能够测试，如果教育影响不同的福祉 措施不同。例如，它可能会增加压力，同时提高生活满意度。 教育政策能在多大程度上增加人生的前景和改善晚年的福祉？有没有- 是被教育伤害的维度吗政策和基因型如何相互作用， 幸福吗我们的目标是通过将一个大型数据集与一些幸福感相结合来回答这些问题。 测量，一个有据可查的自然实验和最近开发的行为遗传学方法。