青少年阅读习惯与老年社会参与之间的关系——一项纵向队列分析。
The relationship between adolescent reading habits and older adult social engagement - A longitudinal cohort analysis.
机构信息
Department of Psychiatry, University of Rochester 300 Crittenden Boulevard; Rochester, NY 14642 USA.
American Institute for Research 1000 Thomas Jefferson Street, NW; Washington DC, 20007 USA.
出版信息
Soc Sci Med. 2023 Oct;334:116174. doi: 10.1016/j.socscimed.2023.116174. Epub 2023 Aug 19.
OBJECTIVES
To investigate an access point during youth with the potential to have a positive impact on social engagement in later-life. Our social selves begin long before older adulthood, a life-stage during which people face extensive changes to their social milieu. Adolescence is a sensitive period for sociocultural processing and adolescent activities have the potential to impact social engagement in older adulthood. We examine reading since, in adolescence, it promotes social-cognitive skills which facilitate social engagement.
METHODS
Our main goal was to study the relationship between adolescent reading and older adult social engagement. We used longitudinal cohort data from Project Talent and ordered logistic regression as well as two-wave, cross-lagged panel model to analyze this relationship. Ancillary analyses examined recognized relationships between reading and social-cognition and between social-cognition and social engagement in both adolescence and older adulthood.
RESULTS
Adolescent reading was related to more frequent older adult social engagement with both family and friends. This relationship was independent of reading during older adulthood, social engagement during adolescence, and social-cognition at both life-stages. Adolescent social engagement was not associated with older adult reading in the two-wave, cross-lagged model. Reading was positively related to social-cognition in adolescence, but was insignificant in older adulthood. And, social-cognition was positively related to social engagement in both adolescence and older adulthood.
DISCUSSION
Reading is declining for both young and older Americans. Young Americans are also socializing less than in previous decades. These trends could have a detrimental influence on social engagement and social isolation in future cohorts of older adults. We recommend continuing to look for activities and experiences during youth, especially the sensitive period of adolescence, that could stimulate social engagement over the life-course and into older adulthood.
目的
探索一个在青年时期的介入点，该介入点有可能对晚年的社会参与产生积极影响。我们的社会自我早在成年期之前就开始形成，而成年期是人们的社会环境发生广泛变化的一个生活阶段。青春期是社会文化处理的敏感时期，青少年活动有可能影响晚年的社会参与。我们研究阅读，因为在青春期，阅读可以促进促进社会参与的社会认知技能。
方法
我们的主要目标是研究青少年阅读与成年后社会参与之间的关系。我们使用了“人才计划”的纵向队列数据，并采用有序逻辑回归和两波交叉滞后面板模型来分析这种关系。辅助分析检验了阅读与社会认知之间以及社会认知与青少年和成年后两个阶段的社会参与之间的公认关系。
结果
青少年阅读与成年后与家人和朋友更频繁的社会参与有关。这种关系独立于成年后的阅读、青少年时期的社会参与以及两个阶段的社会认知。在两波交叉滞后模型中，青少年的社会参与与成年后的阅读无关。阅读与青少年时期的社会认知呈正相关，但在成年后则不显著。并且，社会认知与青少年和成年后的社会参与呈正相关。
讨论
美国的年轻人和老年人的阅读量都在下降。美国年轻人的社交活动也比前几十年少了。这些趋势可能对未来几代老年人的社会参与和社会隔离产生不利影响。我们建议继续寻找年轻人，尤其是青春期这个敏感时期的活动和体验，这些活动和体验可以激发整个生命周期和成年后的社会参与。
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