TY - JOUR
T1 - An exploration into the causal relationships between educational attainment, intelligence, and wellbeing
T2 - an observational and two-sample Mendelian randomisation study
AU - Armitage, Jessica M
AU - Wootton, Robyn E
AU - Davis, Oliver S.P.
AU - Haworth , Claire M A
PY - 2024/5/9
Y1 - 2024/5/9
N2 - Educational attainment is associated with a range of positive outcomes, yet its impact on wellbeing is unclear, and complicated by high correlations with intelligence. We use genetic and observational data to investigate for the first time, whether educational attainment and intelligence are causally and independently related to wellbeing. Results from our multivariable Mendelian randomisation demonstrated a positive causal impact of a genetic predisposition to higher educational attainment on wellbeing that remained after accounting for intelligence, and a negative impact of intelligence that was independent of educational attainment. Observational analyses suggested that these associations may be subject to sex differences, with benefits to wellbeing greater for females who attend higher education compared to males. For intelligence, males scoring more highly on measures related to happiness were those with lower intelligence. Our findings demonstrate a unique benefit for wellbeing of staying in school, over and above improving cognitive abilities, with benefits likely to be greater for females compared to males.
AB - Educational attainment is associated with a range of positive outcomes, yet its impact on wellbeing is unclear, and complicated by high correlations with intelligence. We use genetic and observational data to investigate for the first time, whether educational attainment and intelligence are causally and independently related to wellbeing. Results from our multivariable Mendelian randomisation demonstrated a positive causal impact of a genetic predisposition to higher educational attainment on wellbeing that remained after accounting for intelligence, and a negative impact of intelligence that was independent of educational attainment. Observational analyses suggested that these associations may be subject to sex differences, with benefits to wellbeing greater for females who attend higher education compared to males. For intelligence, males scoring more highly on measures related to happiness were those with lower intelligence. Our findings demonstrate a unique benefit for wellbeing of staying in school, over and above improving cognitive abilities, with benefits likely to be greater for females compared to males.
U2 - 10.1038/s44184-024-00066-x
DO - 10.1038/s44184-024-00066-x
M3 - Article (Academic Journal)
C2 - 38724617
SN - 2731-4251
VL - 3
JO - npj Mental Health Research
JF - npj Mental Health Research
M1 - 23
ER -
