Education and the religion-subjective well-being relationship (blog 4 of 4)

This blog amalgamates and expands the insights from my previous three blogs on subject well-being, religion, and education.While religion is thought to have a general positive impact on subjective well-being, the impact of education on religion is ambiguous. A worthwhile question is then: how does the attainment of higher levels of education impact the religion-subjective well-being relationship? Internal measure of religiosity may be diminished, while external measures may be enhanced. Sajid Sherif

December 11, 2020

Education signifies the capacity of an individual to act by drawing on knowledge and experience, which boosts self-confidence and self-esteem (Cuñado and de Gracia, 2011). Aside from improving views of oneself, education provides the necessary tools conducive to the achievement of well-being in the form of access to distinguished careers, higher earnings and larger social networks (Desjardins, 2008; Michalos, 2008; Mincer, 1989). This blog considers the education-subjective well-being (SWB) relationship, which is the third of four instalments in a series of blogs about SWB, religion, education, and their interconnected relationship.

In most instances, highly educated individuals can secure non-routine, non-monotonous employment characterised by greater freedoms in the application of their skill (Ross and Willigen, 1997; Vila, 2005). The sense of autonomy, responsibility and the ability to effectively overcome a variety of work-based challenges fosters feelings of self-confidence, thereby enhancing life satisfaction; superior employment through higher earnings promotes SWB more directly (Cuñado and de Gracia, 2011; Michalos, 2008).

In addition to the income enhancing effect of education, the process and experience of education, through finding oneself in university and several different jobs, enlarge one’s social network (Desjardins, 2008). Highly educated people are believed to enjoy greater social support derived from more stable social and familial relationships, marriage being the chief contributor. Marriage offers intimate support and a sense of stability, which promotes both physical and psychological well-being (Cuñado and de Gracia, 2011; Helliwell, 2002; Meeks and Murrell, 2001). Furthermore, individuals belonging to larger social networks can rely on a diverse range of people when facing adversity (Ross and Willigen, 1997).

Studies conducted by Cuñado and de Gracia (2011), Helliwell (2002), Meeks and Murrell (2001), Michalos (2008) and Ross and Willigen (1997) have found education to affect SWB positively. The positive relationship is explained by the role of education in improving cognitive abilities and access to economic resources. These give individuals a strong sense of control in life through higher income and the ability and perspective to interpret and effectively deal with life circumstances (Ross and Willigen, 1997). Access to economic resources also promotes SWB by enabling individuals to prevent or deal with ill-health (Cuñado and de Gracia, 2011; Meeks and Murrell, 2001). Also consistently found in the literature is the role of social capital in promoting SWB. Education is a strong determinant of participation in social activities, and social connections have been linked with stronger community ties, which cement feelings of belonging and social cohesion thereby increasing life satisfaction (Cuñado and de Gracia, 2011; Helliwell, 2002; Michalos, 2008).

My previous blog (Religiosity and Subjective Well-Being) explained that appreciating how social institutions influence SWB provides an adaptable framework for understanding individuals, and ultimately, societies. This blog expanded on those ideas by explaining how another key social institution influences individual well-being. The final instalment of this series of blogs will attempt to apply this adaptable framework to understanding individuals and hypothesise how the attainment of education may, or may not, alter the religion-SWB relationship.

REFERENCES

Cuñado, J. and de Gracia, F.P. (2011). Does Education Affect Happiness? Evidence for Spain. Social Indicators Research, 108(1), 185-196.

Desjardins, R. (2008). The Links between Education and Well-Being. European Journal of Education, 43(1), 23-35.

Helliwell, J.F. (2002). How’s Life? Combining Individual and National Variables to Explain Subjective Well-Being. NBER Working Paper No. 9065, Economic Modelling.

Meeks, S.M. and Murrell, S.A. (2001). Contribution of Education to Health and Life Satisfaction in Older Adults Mediated by Negative Affect. Journal of Aging and Health, 13(1), 92-119.

Michalos, A.C. (2008). Education, Happiness and Wellbeing. Social Indicators Research, 87(3), 347-366.

Mincer, J. (1989). Human Capital and the Labour Market: A Review of Current Research. Educational Research, 18(4), 27-34.

Ross, C.E. and Willigen, M.V. (1997). Education and Subjective Quality of Life. Journal of Health and Social Behaviour, 38(3), 275-297.

Vila, L.E. (2005). The Outcome of Investment in Education and People’s Well-Being. European Journal of Education, 40(1), 3-11.