Social engagement, formal education, and cognitive outcomes among older adults in India: A longitudinal population‐based study
Peiyao Zhu, Emma Nichols, Marco Angrisani, Alden L. Gross, Jinkook Lee, Lindsay C KobayashiAbstract
INTRODUCTION
We estimated the associations between baseline social engagement and cognitive function and change among older adults in India, overall and by education.
METHODS
Data were from 3869 adults aged ≥ 60 years from the Longitudinal Aging Study in India—Diagnostic Assessment of Dementia Wave 1 (2017–2019) and Wave 2 (2022–2024). Baseline social engagement was measured using a 12‐point index, dichotomized as higher (< 8) versus lower (≥ 8) engagement. General and domain‐specific cognitive scores were derived at both waves. Multivariable‐adjusted joint models accounted for mortality and evaluated effect modification by education.
RESULTS
Higher baseline social engagement was associated with higher general cognitive scores at baseline (0.145 standard deviation units; 95% confidence interval: 0.076, 0.214), but not with cognitive change over time. Education attainment did not show a consistent pattern of effect modification across cognitive domains.
DISCUSSION
Social engagement was associated with cognitive level at baseline but not the rate of cognitive change over time, with no consistent evidence of effect modification by education.