life course pathways to later life wellbeing
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Transcript of life course pathways to later life wellbeing
Life course pathways to later life wellbeing
Bram Vanhoutte, James Nazroo & Alan MarshallCCSR, University of Manchester
Epicurus/AristippusAristotle
Subjective well-being
• Roots in Epicurus, Bentham, Mill-Well-being is maximalisation of pleasure, minimalisation of suffering
Eudaimonic
• Roots in Aristotle:- Well-being is about developing one-self and realising one’s potential (Maslow 1968; Erikson 1959)
Hedonic(cognitive+affective)
Life course models
• Critical period model – Influences at a specific point in time (often early
life) have a life lasting influence• Accumulation model– The accumulation of advantage/ disadvantage
across the life course is most relevant • Social Mobility– What are the consequences of rising and falling on
the social ladder?
Accumulation model
• The accumulation of advantage/ disadvantage across the life course is most relevant
• Accumulation through environmental, behavioural and psychosocial processes
• Examples:– Matthew effect (Merton 1968)– Habitus (Bourdieu 1984)– Allostatic load (McEwen & Stellar 1993)
Life course models
• Plenty of supportive evidence for accumulation model for Mortality and Physical Health/Illness (Case & Paxson 2011, Pollitt, Rose & Kaufman 2005, Kuh & Schlomo 2004, and many more)
• No investigation of Subjective Well-being and limited research on Psychological health (exceptions: Luo & Waite 2005, Haas 2008, both using HRS)
Research questions
• Do trajectories of wellbeing in later life differ according to accumulative socio-economic profiles?
• Divergence or convergence of wellbeing in later life (Dannefer 1988 , House, Kessler, Herzog et al.
1990) ?
Data
• English Longitudinal Study of Aging (ELSA)– 5 Waves (2002-2010)– Wave 1 :11000 participants aged 50+– Wave 5: 6200 core participants– Refresher + Booster samples
• Available at ukds.co.uk
Affective, Cognitive and Eudaimonic Wellbeing
Depressive Symptoms (CES-D)
(Radloff, 1977)
-Felt depressed- Was happy- Could not get
going- Enjoyed life- ...
Yes/No
Score from 0-8
Satisfaction With Life Scale
(Diener, 1984)
-In most ways my life is close to ideal-The conditions of my life are excellent-...
Strongly agree to Strongly disagree (7 categories)
Score from 5-35
CASP15(Hyde et al, 2003)
Control/Autonomy- I feel that what
happens to me is out of control
Pleasure-I enjoy the things that I do
Self-Actualisation-I choose to do things that I have never done before
Often/Sometimes/Not often/Never
Score from 4-45
Life course trajectories
– Occupation of Parent (age 14) – Educational level (age 20)– Current/last occupation (age 50)
Accumulation ?• Restructure life course by advantaged/
disadvantaged social positions– Lowest exposure • 000 = Parent Managerial / Professional Class +High level
of education + Self in Managerial/Professional Class
– Highest exposure • 222 = Parent Routine and Manual Class + Low level of
education + Self Routine and Manual Class
> assumes difference between two classes is equivalent + same value for each point in time
Some descriptives
• Most common trajectories:– 222: always in the lowest category (23%) – 221: low background, but middle class job (7%)– 000: always in the highest category (6%)
• A lot of missing info on parental occupations (other jobs/something else = 21%)
• Recoded to three categories of similar size
Growth curve models• Ideally suited to describe change at the
personal level
• Intercept (cross-sectional difference at W1) and slope (longitudinal evolution)
• Age-vector model: growth model based illustration of how a cohort (5y) changes over time
• Assumes Missing at Random(MAR)…
1 2 3 4 51
1.5
2
2.5
3
3.5
4
MAR Selection Shared parameter
Dealing with Attrition
• Selective drop-out :– Related to outcome/trajectory? – Related to differential mortality? – Related to unobserved factor influencing both(eg.
physical health)
• Use selection model (Diggle & Kenwood) and shared parameter model (Wu & Carrol) to compare findings
Affective wellbeing men
52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 940
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Cognitive wellbeing men
54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 940
5
10
15
20
25
30
Eudaimonic well-being men
52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 940
5
10
15
20
25
30
35
40
45
Conclusions
• The life course accumulation has an effect on later life trajectories of well-being
• Strong diverging tendencies across cognitive, affective and eudaimonic aspects of wellbeing in third age
• Leveling off or converging in fourth age