Bijwaard Govert E, van Kippersluis Hans, Veenman Justus
Netherlands Interdisciplinary Demographic Institute (NIDI-KNAW/University of Groningen), PO Box 11650, 2502 AR The Hague, The Netherlands; IZA, Bonn, Germany.
Erasmus School of Economics, Erasmus University Rotterdam, PO Box 1738, 3000 DR Rotterdam, The Netherlands; Tinbergen Institute, Rotterdam, The Netherlands; Netspar, Tilburg, The Netherlands.
J Health Econ. 2015 Jul;42:29-43. doi: 10.1016/j.jhealeco.2015.03.003. Epub 2015 Mar 17.
We aim to disentangle the relative impact of (i) cognitive ability and (ii) education on health and mortality using a structural equation model suggested by Conti et al. (2010). We extend their model by allowing for a duration dependent variable (mortality), and an ordinal educational variable. Data come from a Dutch cohort born between 1937 and 1941, including detailed measures of cognitive ability and family background in the final grade of primary school. The data are linked to the mortality register 1995-2011, such that we observe mortality between ages 55 and 75. The results suggest that at least half of the unconditional survival differences between educational groups are due to a 'selection effect', primarily on the basis of cognitive ability. Conditional survival differences across those having finished just primary school and those entering secondary education are still substantial, and amount to a 4 years gain in life expectancy, on average.
我们旨在利用康蒂等人（2010年）提出的结构方程模型，厘清（i）认知能力和（ii）教育对健康和死亡率的相对影响。我们通过纳入一个持续时间相关变量（死亡率）和一个有序教育变量来扩展他们的模型。数据来自1937年至1941年出生的荷兰队列，包括小学最后一年的认知能力和家庭背景的详细测量数据。这些数据与1995年至2011年的死亡率登记册相关联，以便我们观察55岁至75岁之间的死亡率。结果表明，教育组之间至少一半的无条件生存差异是由于“选择效应”，主要基于认知能力。仅完成小学教育的人和进入中等教育的人之间的条件生存差异仍然很大，平均预期寿命增加了4年。
