Education, cognitive ability, and cause-specific mortality: A structural approach

G.E. Bijwaard, P. Tynelius, M. Myrskylä

Research output: Contribution to journal/periodicalArticleScientificpeer-review

Abstract

Education is negatively associated with most major causes of death. Prior work ignores the premise that cause-specific hazards are interdependent and that both education and mortality depend on cognitive ability. We analyse Swedish men aged 18–63, focusing on months lost due to specific causes—which solves the interdependence problem—and use a structural model that accounts for confounding due to cognitive ability. In a standard Cox model controlling for Intelligence Quotient, improving education is associated with large decreases in mortality for major causes of death. In the structural model, improving education is associated with a small decrease in months lost for most causes and education levels. Among the least educated, however, improving education strongly reduces the months lost, mainly those lost from external causes, such as accidents and suicide. Results suggest that conventional analysis of education and mortality may be biased, even if accounting for observed cognition.
Original languageEnglish
Pages (from-to)217–232
JournalPopulation Studies: a journal of demography
Volume73
Issue number2
Early online date10 Aug 2018
DOIs
Publication statusPublished - May 2019

Keywords

  • cause-specific mortality
  • causal effect of education
  • cognitive ability

Fingerprint

Dive into the research topics of 'Education, cognitive ability, and cause-specific mortality: A structural approach'. Together they form a unique fingerprint.

Cite this