| Full text | |
| Author(s): |
Allan Gustavo Brigola
[1]
;
Tiago da Silva Alexandre
[2]
;
Keika Inouye
[3]
;
Monica Sanches Yassuda
[4]
;
Sofia Cristina Iost Pavarini
;
Eneida Mioshi
[6]
Total Authors: 6
|
| Affiliation: | [1] Federal University of São Carlos. Nursing Post Graduate Program - Brasil
[2] Federal University of São Carlos. Department of Gerontology - Brasil
[3] Federal University of São Carlos. Department of Gerontology - Brasil
[4] University of São Paulo. School of Arts, Sciences and Humanities
[6] University of East Anglia. School of Health Sciences - Ucrânia
Total Affiliations: 6
|
| Document type: | Journal article |
| Source: | Dement. Neuropsychol.; v. 13, n. 2, p. 216-224, 2019-06-18. |
| Abstract | |
ABSTRACT. Limited formal education is still common in ageing populations. Although limited formal education seems to be independently and negatively associated with cognition, functional abilities and frailty in ageing, no studies have examined whether the gradient of limited formal education has an impact on health in later life. Objective: to examine the relationship of limited formal education with cognitive status, functional abilities, and frailty status. Methods: a cross-sectional study was conducted involving 540 older adults stratified into groups: no formal education, 12-24 months of education, and 25-48 months of education. Cognitive screening (MMSE), functional abilities (Lawton Index), and frailty (CHS criteria) were measured. Regression analyses were performed. Results: 27% had no formal education, 21% had 12-24 months of formal education, and 55% had 25-48 months of formal education. Limited formal education has a clear gradient of negative impact: No formal education was associated with scoring below MMSE cut-off scores (OR = 7.9), being totally/partially dependent for IADLs (OR = 2.5) and frail (OR = 2.0). Having 12-24 months of education was associated with scoring below MMSE cut-off scores (OR = 5.2) and with being frail (OR = 2.0). The No formal education group was 10.1 times more likely to have worse cognitive scores, worse functional abilities and frailty/pre-frailty status concomitantly (CCoFF), while older adults who had 12-24 months of education had a 4.6 times greater chance of having CCoFF. Conclusion: limited education had a gradient association with cognitive performance, functional disability and frailty. These findings clearly emphasize the importance of prevention through education from childhood to older age. (AU) | |
| FAPESP's process: | 17/04129-9 - Social support, care and cognition in a study addressing elderly caregivers |
| Grantee: | Sofia Cristina Iost Pavarini |
| Support Opportunities: | Regular Research Grants |
| FAPESP's process: | 14/23898-5 - Applicability of mini Addenbrooke's cognitive examination (M-ACE) in Brazilian elderly with low education and coping strategies in Brazilian and non-Brazilian caregivers |
| Grantee: | Allan Gustavo Bregola |
| Support Opportunities: | Scholarships abroad - Research Internship - Master's degree |
| FAPESP's process: | 16/07967-2 - Neurocognitive markers for the early and differential diagnosis for Alzheimer´s disease and frontotemporal dementia |
| Grantee: | Monica Sanches Yassuda |
| Support Opportunities: | Regular Research Grants |
| FAPESP's process: | 13/26798-9 - Cognitive profile, frailty, depressive symptoms and burden in older caregivers in rural communities |
| Grantee: | Allan Gustavo Bregola |
| Support Opportunities: | Scholarships in Brazil - Master |