The education effect: higher educational qualifications are robustly associated with beneficial personal and socio-political outcomes

Easterbrook, Matthew J., Kuppens, Toon and Manstead, Antony Stephen Reid ORCID: https://orcid.org/0000-0001-7540-2096 2016. The education effect: higher educational qualifications are robustly associated with beneficial personal and socio-political outcomes. Social Indicators Research 126 (3) , pp. 1261-1298. 10.1007/s11205-015-0946-1

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Abstract

Level of education is a predictor of a range of important outcomes, such as political interest and cynicism, social trust, health, well-being, and intergroup attitudes. We address a gap in the literature by analyzing the strength and stability of the education effect associated with this diverse range of outcomes across three surveys covering the period 1986–2011, including novel latent growth analyses of the stability of the education effect within the same individuals over time. Our analyses of the British Social Attitudes Survey, British Household Panel Survey, and International Social Survey Programme indicated that the education effect was robust across these outcomes and relatively stable over time, with higher education levels being associated with higher trust and political interest, better health and well-being, and with less political cynicism and less negative intergroup attitudes. The education effect was strongest when associated with political outcomes and attitudes towards immigrants, whereas it was weakest when associated with health and well-being. Most of the education effect appears to be due to the beneficial consequences of having a university education. Our results demonstrate that this beneficial education effect is also manifested in within-individual changes, with the education effect tending to become stronger as individuals age.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education
Publisher:	Springer
ISSN:	0303-8300
Funders:	Economic and Social Research Council
Date of Acceptance:	11 March 2015
Last Modified:	31 Oct 2022 10:49
URI:	https://orca.cardiff.ac.uk/id/eprint/86289

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