The dual impact of education and occupation on cognitive functioning in older Mexican adults: A cross-sectional exploratory study

This research investigated the relationship between cognitive performance and an individual's educational attainment as well as occupational mental demands among Mexican adults aged 50 or older. We hypothesized that cognitively demanding work boosts cognitive performance for older adults regardless of their education level. To test our hypothesis, we analyzed data on 12,939 individuals in the 2012 Mexican Health and Aging Study using a Generalized Linear Model with a Gaussian family and identity link function. We assessed cognitive demands of occupations with the National Information Network's descriptors, focusing on worker-oriented and job-oriented mental demands. We found that greater worker-oriented (β = 0.5; CI = 0.45, 0.55) and job-oriented (β = 0.49; CI = 0.45, 0.53) mental demands predicted better cognitive performance. Educational attainment correlated even more strongly with better cognitive performance (β = 0.9; CI = 0.87, 0.92). Both our models showed a statistically significant negative interaction between medium occupational mental demands and medium education level (job-oriented: β = −0.09; CI = −0.14, −0.05; worker-oriented: β = −0.07; CI = −0.12, −0.02). Other interaction terms were not significant. This study highlighted a significant effect of educational attainment on cognitive function, which is more pronounced than that of occupational mental demands. The association of higher occupational mental demands with higher cognitive function appeared to be largely independent of educational background. The similarity in cognitive scores using worker-oriented or job-oriented metrics suggests that both are useful for assessing occupational mental demands. Education and cognitive engagement at work are crucial for promoting cognitive health in aging populations.