Padgett R Noah, Le Pertel Noémie, Hinton Christina, Kettler Todd, Ho Andrew D, Chen Ying, Bradshaw Matt, Johnson Byron R, VanderWeele Tyler J
Harvard T.H. Chan School of Public Health, Department of Epidemiology, Boston, MA, USA.
Human Flourishing Program, Harvard University, Cambridge, MA, USA.
Sci Rep. 2025 Apr 30;15(1):13870. doi: 10.1038/s41598-025-87406-9.
Prior research documents strong associations between higher educational attainment and improved health and well-being outcomes. Studies on educational differences, such as those conducted by OECD and UNESCO, have focused on national trends in educational attainment. The current study builds on existing international surveys of educational attainment by providing supporting evidence for educational attainment in several countries and novel evidence for various other countries and territories. For example, results demonstrate that country-level aggregate estimates of the proportion of the population attaining a tertiary education from the Global Flourishing Study (GFS) aligns fairly well with existing estimates from the OECD, with a correlation of [Formula: see text] with 95% CI (0.57, 0.94), and the estimates for new countries may be a lower bound for the estimated proportion of the population attaining a tertiary education. A major additional contribution of this article is providing insights into the contexts of educational attainment across countries by reporting which sociodemographic groups tend to have attained higher levels of education and how these trends differ across countries. We examined these differences by evaluating the sociodemographic contexts (e.g., age, marital status, employment status) in which achieving more education is found using data from 202,898 participants across 22 countries that were post-stratified to be nationally representative within each country.
先前的研究记录了高等教育成就与改善健康和幸福成果之间的紧密关联。诸如经合组织（OECD）和联合国教科文组织（UNESCO）所开展的关于教育差异的研究，聚焦于教育成就的国家趋势。当前的研究在现有的国际教育成就调查基础上展开，为多个国家的教育成就提供了支持性证据，并为其他多个国家和地区提供了新的证据。例如，研究结果表明，全球繁荣研究（GFS）中关于获得高等教育人口比例的国家层面总体估计值与经合组织的现有估计值相当吻合，相关系数为[公式：见原文]，95%置信区间为（0.57，0.94），并且新国家的估计值可能是获得高等教育人口估计比例的下限。本文的一个主要额外贡献是，通过报告哪些社会人口群体往往获得了更高水平的教育以及这些趋势在不同国家之间如何不同，深入了解了各国教育成就的背景情况。我们利用来自22个国家的202,898名参与者的数据，通过评估在哪些社会人口背景（如年龄、婚姻状况、就业状况）下人们获得了更多教育，来研究这些差异，这些数据在每个国家内进行了事后分层以具有全国代表性。
