Understanding the Education Polygenic Score and Its Interactions with SES in Determining Health in Young Adulthood

A. Bolyard, P. Savelyev
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引用次数: 8

Abstract

We investigate the education polygenic score (PGS), an index based on genetic data that predicts years of formal education. Based on the National Longitudinal Study of Adolescent to Adult Health, we find that an education PGS has a beneficial effect on multiple health-related outcomes in young adulthood both indirectly though education and directly. In addition, we find that socioeconomic status (SES) moderates the relationship between the PGS and health outcomes so that individuals with particularly low SES typically do not experience health benefits from the education PGS. We decompose the effect of the PGS with respect to education, early health, and cognitive and noncognitive skills and find that the beneficial effects of PGS work through formal education, early health, and early skills, among other channels. Finally, after controlling for education PGS and unobserved heterogeneity on top of more traditional controls, we still find that education is associated with better health outcomes, which adds evidence to the debate about the causal link between education and health.
了解教育多基因评分及其与社会经济地位在决定青年成年健康中的相互作用
我们研究了教育多基因得分(PGS),这是一个基于遗传数据预测正规教育年数的指数。基于全国青少年到成人健康的纵向研究,我们发现教育PGS对青年期多种健康相关结果有间接和直接的有益影响。此外,我们发现社会经济地位(SES)调节了PGS与健康结果之间的关系,因此社会经济地位特别低的个体通常不会从教育PGS中获得健康益处。我们将PGS对教育、早期健康、认知和非认知技能的影响进行了分解,发现PGS的有益影响通过正规教育、早期健康和早期技能等渠道发挥作用。最后,在控制了教育PGS和未观察到的异质性之后,我们仍然发现教育与更好的健康结果相关,这为关于教育与健康之间因果关系的争论增加了证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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