The mindfulness bridge: Exploring education and cognitive performance in older adults with low educational attainment

Abstract

Background: Low literacy is associated with poor cognitive performance and it is a risk factor for dementia. Recently, research suggests an association between levels of mindfulness and cognitive performance of older adults. This study aims to analyze if levels of mindfulness mediate the relationship between years of education and cognitive performance in older adults with low education. Methods: This is a quantitative, observational, and analytical study whose participants were cognitively healthy community-dwelling older adults. Participants were assessed through a sociodemographic questionnaire, ACE-III, Langer Mindfulness Scale – 21 items, and Geriatric Depression Scale. Descriptive and regression analyses were performed, and the significance level was set at p<0.05. Results: Mean scores for cognitive performance, levels of mindfulness, and depressive symptoms were, respectively, 74.4 (±18), 104 (±17.4), and 2.5 (±1.9). The mediation analysis suggested a total effect of years of education on cognitive performance of 2.29 (p<0.001), a direct effect of years of education on cognitive performance, controlling for levels of mindfulness, of 1.87 (p<0.001), and an indirect effect of years of education on cognitive performance, via levels of mindfulness, of 0.42 (95 % Bias-Corrected and Accelerated Confidence Interval [0.09 to 0.76]). Conclusion: Our findings suggested that levels of mindfulness mediate the relationship between years of education and cognitive performance among healthy older adults with low educational attainment.

Keywords

• Mindfulness
• Education
• Cognition
• Cognitive performance
• Gerontology