Children's Sense of Control as a Determinant of Adult Health: Causation, Mediation, and Spuriousness

Towards a neurocomputational account of social controllability: From models to mental health

Controllability, or the influence one has over their surroundings, is crucial for decision-making and mental health. Traditionally, controllability is operationalized in sensorimotor terms as one's ability to exercise their actions to achieve an intended outcome (also termed "agency"). However, recent social neuroscience research suggests that humans also assess if and how they can exert influence over other people (i.e., their actions, outcomes, beliefs) to achieve desired outcomes ("social controllability"). In this review, we will synthesize empirical findings and neurocomputational frameworks related to social controllability. We first introduce the concepts of contextual and perceived controllability and their respective relevance for decision-making. Then, we outline neurocomputational frameworks that can be used to model social controllability, with a focus on behavioral economic paradigms and reinforcement learning approaches. Finally, we discuss the implications of social controllability for computational psychiatry research, using delusion and obsession-compulsion as examples. Taken together, we propose that social controllability could be a key area of investigation in future social neuroscience and computational psychiatry research.

The association between childhood socioeconomic status and adult health behavior: The role of locus of control

The socioeconomic environment in childhood is a powerful determinant for health behavior in adulthood, subsequently influencing health outcomes. However, the underlying mechanisms are insufficiently understood. This study assesses locus of control (LOC) as a mediator linking childhood socioeconomic status (SES) with health behavior (smoking, regular alcohol consumption, unhealthy diet and low physical activity). Drawing on a representative sample from Germany (SOEP), we investigated these relations using structural equations modelling. Results show that externally oriented LOC explains up to 6% of the relationship between childhood SES and health behavior in adulthood, independently from adult SES. Stratification indicates that these results hold in women but not in men, in younger and middle-aged individuals but not in older ones. Hence, control beliefs play a modest yet significant role in shaping the socioeconomic gradient in health behavior and might have far-reaching consequences on how morbidity and mortality arise and persist across generations.

Effects of Self-Mastery on Adolescent and Parental Mental Health through the Mediation of Coping Ability Applying Dyadic Analysis

Evidence demonstrated that self-mastery and coping ability predict mental health in adults and children. However, there is a lack of research analyzing the relationships between those constructs in parents and children. Self-report data from 89 dyads (adolescents’ mean of age = 14.47, SD = 0.50; parents’ mean of age = 47.24, SD = 4.54) who participated in waves 17, 18, and 19 (following T1, T2, and T3) of a nineteen-wave longitudinal study were analyzed using the Actor-Partner Interdependence Model’s extended Mediation. Results showed significant actor effects of parents’ and adolescents’ self-mastery (T1) on mental health (T3) and the mediator effect of their coping abilities in managing stress (T2). Both a higher parental education level and being a mother positively influenced adolescents’ coping ability. The mutually beneficial relationships between parents’ and adolescents’ self-mastery, coping ability, and mental health were not demonstrated. Self-mastery is a significant predictor of adolescents’ and parents’ mental health, and coping ability serves as a good mediator between them. Qualitative research may clarify reasons why partner effects in the model were found to be non-significant. Further research should re-test this model with a larger sample size during childhood, when parents provide significant behavioral models for their children—as well as in adolescence, considering the peer group—to develop guidelines for behavioral interventions.

Control and the Health Effects of Work-Family Conflict: A Longitudinal Test of Generalized Versus Specific Stress Buffering

The stress associated with work-to-family conflict (WFC) and family-to-work conflict (FWC) is well documented. However, surprisingly little is known about the resources that moderate the effects of work-family conflict on health over time. Using four waves of panel data from the Canadian Work, Stress, and Health Study (2011-2017; n = 11,349 person-wave observations), we compare how a core psychosocial resource (personal mastery) and a salient organizationally based resource (schedule control) moderate the health effects of WFC and FWC. After establishing these health effects related to distress and physical symptoms, we discover that mastery has generalized stress-buffering functions whereby it alleviates the health effects of both WFC and FWC. In contrast, schedule control has asymmetrical moderating functions: It attenuates the health effects of WFC only. These findings elaborate and sharpen the scope of resources as moderators in the stress process model-and we integrate these ideas with other conceptual models like the job demands-resources model.

Self-esteem and self-efficacy in the status attainment process and the multigenerational transmission of advantage

Despite considerable evidence of the importance of self-esteem and self-efficacy for agentic, goal-oriented behavior, little attention has been directed to these psychological dimensions in the status attainment literature. The present research uses data from the longitudinal, three-generation Youth Development Study (N = 422 three-generation triads) to examine the extent to which adolescent self-esteem and economic self-efficacy affect adult educational and income attainment, and whether these psychological resources are transmitted from one generation to the next, accumulating advantage across generations. We present evidence indicating that both self-esteem and economic self-efficacy are implicated in the attainment process. Adolescent economic self-efficacy had a direct positive effect on adult educational attainment and an indirect effect through educational plans. The influence of self-esteem on adult educational attainment was entirely indirect, through school achievement. We also find evidence that economic self-efficacy was transmitted from parents to children. We conclude that future research should more broadly consider psychological resources in attainment processes from a longitudinal multigenerational perspective.

Childhood Socioeconomic Status and Later Life Cognition: Evidence From the Wisconsin Longitudinal Study

Objectives:This study examined childhood socioeconomic status (SES) as a predictor of later life cognition and the extent to which midlife SES accounts for associations. Methods: Data came from 5,074 participants in the Wisconsin Longitudinal Study. Measures from adolescence included parents' educational attainment, father's occupational status, and household income. Memory and language/executive function were assessed at ages 65 and 72 years. Results: Global childhood SES was a stronger predictor of baseline levels of language/executive function than baseline memory. Associations involving parents' education were reduced in size and by statistical significance when accounting for participants' midlife SES, whereas associations involving parental income and occupational status became statistically nonsignificant. We found no associations between childhood SES and change in cognition. Discussion: Findings contribute to growing evidence that socioeconomic differences in childhood have potential consequences for later life cognition, particularly in terms of the disparate levels of cognition with which people enter later life.

Socio-affective and cognitive predictors of social adaptation in vulnerable contexts

People living in vulnerable environments face a harder set of challenges adapting to their context. Nevertheless, an important number of them adapt successfully. However, which cognitive and socio-affective variables are specifically related to these variations in social adaptation in vulnerable contexts has not been fully understood nor directly addressed. Here we evaluated socio-affective variables (anxious attachment style, internal locus of control, self-esteem and stress) and cognitive variables (fluid intelligence, crystallized intelligence, working memory, numeracy, probabilistic reasoning and logical reasoning) to explain variations in social adaptation in a sample of 232 adults living in vulnerable contexts (M = 42.3, SD = 14.9, equal amount of men and women). Our results show that an important amount of variance in social adaptation can be explained by socio-affective variables, principally by self-esteem, while cognitive variables also contributed significantly. As far as we know, this is one of the first steps towards understanding the role of cognitive and socio-affective features on social adaptation. In the long run, this area of research could play an important role on the assignation of resources to ease people’s integration into society. Our data and R analysis scripts can be found at: https://osf.io/egxy5/.

Does degree completion improve non-cognitive skills during early adulthood and adulthood?

INTRODUCTION

Non-cognitive skills, particularly in terms of risk-aversion, future-orientation, and conscientiousness, grow with age, and this phenomenon is known as personality maturation. However, significant variability in maturation among individuals exists. The technology of cognitive/non-cognitive skill formation suggests that the growth of non-cognitive skills is contingent on cognitive skills or human capital in general. The completion of formal education is a quintessential form of human capital. The aim of this study is to test whether formal education indeed facilitates the improvement of non-cognitive skills during early adulthood and adulthood.] METHODS: I used data from the National Longitudinal Study of Adolescent to Adult Health. The study sample consists of 9291 individuals, representative of U.S. adolescents in grades 7 through 12 in 1994. The longitudinal design of the data allowed the repeated measurement of their non-cognitive skills in adolescence (age < 18), early adulthood (between 18 and 25) and then in adulthood (>25). I used Latent Score Difference modeling to examine whether advancement in formal education through degree completion predicts within-individual change in non-cognitive skills in early adulthood and adulthood.

RESULTS

A steady increase in non-cognitive skills beyond adolescence was found. Independently of academic engagement during high school, parental socio-economic status, and adolescent non-cognitive skills, degree completion reported in early adulthood coincides with gains in non-cognitive skills since adolescence, and this positive feedback repeats itself in adulthood.

CONCLUSIONS

Continued schooling facilitates personality maturation beyond adolescence. Given the profound effects of non-cognitive skills on various life outcomes, educational opportunities could alleviate social stratification.

Trajectories of Suicidal Ideation from Adolescence to Adulthood: Does the History of Same-Sex Experience Matter?

The fluidity of same-sex experience (SSE) can be conceptualized as both a risk and a resource that impacts suicidal ideation over time. Considering whether SSE occurs in adolescence, adulthood, or both, this study suggests that SSE in both adolescence and adulthood is associated with depression and low self-esteem throughout the life course, resulting in chronic susceptibility to suicidal ideation. Yet due to variation in both accumulation of risk and resources over time, trajectories of suicidal ideation during the transition to adulthood likely vary by timing of SSE. To test these hypotheses, we fit latent growth curve models to a gender-stratified sample taken from the National Longitudinal Study of Adolescent to Adult Health (7608 men, 8070 women). We created four groups of SSE: no SSE (6322 men, 5981 women), SSE in adolescence only (634 men, 480 women), SSE in adulthood only (372 men, 1081 women), and SSE in adolescence and adulthood (280 men, 528 women). Men and women with SSE in both life stages had the greatest risk of suicidal ideation in adolescence and in adulthood. Yet women with first SSE in adulthood had less of a decline in suicidal ideation over time, relative to those with no SSE and those with SSE in adolescence only, and this was partially due to higher depression and lower self-esteem. Results suggest greater support is needed for adolescents expressing non-normative sexualities and for those with first SSE in adulthood, a group that is more difficult to identify in schools.

The developmental origins of health and disease in international perspective

The developmental origins of health and disease and the comparative international approach are two important strands of research exploring population health. Despite the potential insights to be gained from integrating the two approaches, their nexus remains an underexplored frontier. The current study investigates international variation in the early life origins of health among aging cohorts in 13 countries. We examine cross-national differences in exposure to poor childhood health and socioeconomic disadvantage, whether the long-term health associations with those exposures vary across contexts, and whether they persist in the face of subsequent accumulation of socioeconomic and behavioral risk. Finally, we investigate whether childhood health and socioeconomic circumstances help explain between-country differences in later life health. The findings suggest substantial international variation in the exposure to early life health and socioeconomic insults. We also find variation in their association with later life health. However, early life factors appear to play a modest role in explaining international differences in later life health in the contexts examined here.