Borgonovi Francesca, Pokropek Artur
Department for Education and Skills, Organisation for Economic Co-operation and Development (OECD), Paris, France.
Institute of Philosophy and Sociology, Polish Academy of Science, Warsaw, Poland.
PLoS One. 2016 Feb 22;11(2):e0149716. doi: 10.1371/journal.pone.0149716. eCollection 2016.
We examine the contribution of human capital to health in 23 countries worldwide using the OECD Survey of Adult Skills, a unique large-scale international assessment of 16-65 year olds that contains information about self-reported health, schooling, cognitive skills and indicators of interpersonal trust, which represents the cognitive dimension of social capital. We identify cross-national differences in education, skill and social capital gradients in self-reported health and explore the interaction between human capital and social capital to examine if and where social capital is a mediator or a moderator of years of schooling and cognitive abilities. We find large education gaps in self-reported health across all countries in our sample and a strong positive relationship between self-reported health and both literacy and trust in the majority of countries. Education and skill gradients in self-reported health appear to be largest in the United States and smallest in Italy, France, Sweden and Finland. On average around 5.5% of both the schooling gap in self-reported health and the literacy gap in self-reported health can be explained by the higher levels of interpersonal trust that better educated/more skilled individuals have, although the mediating role of trust varies considerably across countries. We find no evidence of a moderation effect: the relationships between health and years of schooling and health and cognitive skills are similar among individuals with different levels of trust.
我们利用经济合作与发展组织（OECD）成人技能调查，研究了全球23个国家中人力资本对健康的贡献。该调查是对16至65岁人群进行的一项独特的大规模国际评估，包含有关自我报告的健康状况、受教育程度、认知技能以及人际信任指标的信息，人际信任指标代表了社会资本的认知维度。我们确定了自我报告健康状况在教育、技能和社会资本梯度方面的跨国差异，并探讨了人力资本与社会资本之间的相互作用，以检验社会资本是否以及在何处充当受教育年限和认知能力的中介或调节因素。我们发现，在我们样本中的所有国家，自我报告的健康状况存在巨大的教育差距，并且在大多数国家，自我报告的健康状况与读写能力和信任之间存在很强的正相关关系。自我报告健康状况的教育和技能梯度在美国似乎最大，而在意大利、法国、瑞典和芬兰最小。平均而言，自我报告健康状况的受教育差距和读写能力差距中约5.5%可以由受教育程度更高/技能更熟练的个体所具有的更高水平的人际信任来解释，尽管信任的中介作用在各国之间差异很大。我们没有发现调节效应的证据：在不同信任水平的个体中，健康与受教育年限以及健康与认知技能之间的关系是相似的。
