7864Arizona State University, Phoenix, AZ, USA.
242612Rutgers, The State University of New Jersey, New Brunswick, NJ, USA.
J Aging Health. 2022 Dec;34(9-10):1188-1200. doi: 10.1177/08982643221122692. Epub 2022 Aug 27.
This study examines whether the effects of receiving and providing social support on cognition differ by education. Data from 602 African American adults (48-95 years) enrolled in the Baltimore Study of Black Aging-Patterns of Cognitive Aging were analyzed using multiple linear regression. We found no main effects of receiving or providing social support on global cognition. Main effects for receiving or providing social support on memory were detected. Further, a significant moderation effect was observed for memory, such that received social support was more strongly associated with higher working memory among less-educated individuals than those with high levels of education, adjusting for age, sex, marital status, chronic conditions, and depressive symptoms. Study findings demonstrate that social support and education have joint effects on memory outcomes, highlighting the importance of considering psychosocial protective factors that might alleviate, reduce, or even eliminate cognitive health disparities in African Americans.
本研究旨在探讨接受和提供社会支持对认知的影响是否因教育程度而异。 分析了 602 名参加巴尔的摩黑人老龄化研究-认知老化模式的非裔美国成年人（48-95 岁）的数据，使用多元线性回归。 我们没有发现接受或提供社会支持对整体认知有主要影响。 检测到接受或提供社会支持对记忆有主要影响。 此外，还观察到记忆存在显著的调节效应，即与接受社会支持相比，教育程度较低的个体与接受社会支持相比，与较高的工作记忆呈更强的相关性，调整后的因素包括年龄、性别、婚姻状况、慢性疾病和抑郁症状。 研究结果表明，社会支持和教育对记忆结果有共同影响，这凸显了考虑社会心理保护因素的重要性，这些因素可能减轻、减少甚至消除非裔美国人的认知健康差距。
