Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform. / Sentenac, Mariane; Benhammou, Valérie; Aden, Ulrika; Ancel, Pierre Yves; Bakker, Leonhard A.; Bakoy, Hannah; Barros, Henrique; Baumann, Nicole; Bilsteen, Josephine Funck; Børch, Klaus; Croci, Ileana; Cuttini, Marina; Draper, Elizabeth; Halvorsen, Thomas; Johnson, Samantha; Källén, Karin; Land, Tuuli; Lebeer, Jo; Lehtonen, Liisa; Maier, Rolf F.; Marlow, Neil; Morgan, Andrei; Ni, Yanyan; Raikkonen, Katri; Rtimi, Anass; Sarrechia, Iemke; Varendi, Heili; Vollsaeter, Maria; Wolke, Dieter; Ylijoki, Milla; Zeitlin, Jennifer.
I: International Journal of Epidemiology, Bind 50, Nr. 6, 2022, s. 1824-1839.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform
AU - Sentenac, Mariane
AU - Benhammou, Valérie
AU - Aden, Ulrika
AU - Ancel, Pierre Yves
AU - Bakker, Leonhard A.
AU - Bakoy, Hannah
AU - Barros, Henrique
AU - Baumann, Nicole
AU - Bilsteen, Josephine Funck
AU - Børch, Klaus
AU - Croci, Ileana
AU - Cuttini, Marina
AU - Draper, Elizabeth
AU - Halvorsen, Thomas
AU - Johnson, Samantha
AU - Källén, Karin
AU - Land, Tuuli
AU - Lebeer, Jo
AU - Lehtonen, Liisa
AU - Maier, Rolf F.
AU - Marlow, Neil
AU - Morgan, Andrei
AU - Ni, Yanyan
AU - Raikkonen, Katri
AU - Rtimi, Anass
AU - Sarrechia, Iemke
AU - Varendi, Heili
AU - Vollsaeter, Maria
AU - Wolke, Dieter
AU - Ylijoki, Milla
AU - Zeitlin, Jennifer
N1 - Publisher Copyright: © The Author(s) 2021; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.
PY - 2022
Y1 - 2022
N2 - BACKGROUND: Studies are sparse and inconclusive about the association between maternal education and cognitive development among children born very preterm (VPT). Although this association is well established in the general population, questions remain about its magnitude among children born VPT whose risks of medical and developmental complications are high. We investigated the association of maternal education with cognitive outcomes in European VPT birth cohorts. METHODS: We used harmonized aggregated data from 15 population-based cohorts of children born at <32 weeks of gestational age (GA) or <1500 g from 1985 to 2013 in 13 countries with information on maternal education and assessments of general development at 2-3 years and/or intelligence quotients between 4 and 15 years. Term-born controls (≥37 weeks of GA) were available in eight cohorts. Maternal education was classified as: low (primary/lower secondary); medium (upper secondary/short tertiary); high (bachelor's/higher). Pooled standardized mean differences (SMDs) in cognitive scores were estimated (reference: high educational level) for children assessed at ages 2-3, 4-7 and 8-15 years. RESULTS: The study included 10 145 VPT children from 12 cohorts at 2-3 years, 8829 from 12 cohorts at 4-7 years and 1865 children from 6 cohorts at 8-15 years. Children whose mothers had low, compared with high, educational attainment scored lower on cognitive measures [pooled unadjusted SMDs: 2-3 years = -0.32 (95% confidence intervals: -0.43 to -0.21); 4-7 years = -0.57 (-0.67; -0.47); 8-15 years = -0.54 (-0.72; -0.37)]. Analyses by GA subgroups (<27 vs ≥27 weeks) in children without severe neonatal morbidity and term controls yielded similar results. CONCLUSIONS: Across diverse settings and regardless of the degree of prematurity, low maternal education was associated with lower cognition.
AB - BACKGROUND: Studies are sparse and inconclusive about the association between maternal education and cognitive development among children born very preterm (VPT). Although this association is well established in the general population, questions remain about its magnitude among children born VPT whose risks of medical and developmental complications are high. We investigated the association of maternal education with cognitive outcomes in European VPT birth cohorts. METHODS: We used harmonized aggregated data from 15 population-based cohorts of children born at <32 weeks of gestational age (GA) or <1500 g from 1985 to 2013 in 13 countries with information on maternal education and assessments of general development at 2-3 years and/or intelligence quotients between 4 and 15 years. Term-born controls (≥37 weeks of GA) were available in eight cohorts. Maternal education was classified as: low (primary/lower secondary); medium (upper secondary/short tertiary); high (bachelor's/higher). Pooled standardized mean differences (SMDs) in cognitive scores were estimated (reference: high educational level) for children assessed at ages 2-3, 4-7 and 8-15 years. RESULTS: The study included 10 145 VPT children from 12 cohorts at 2-3 years, 8829 from 12 cohorts at 4-7 years and 1865 children from 6 cohorts at 8-15 years. Children whose mothers had low, compared with high, educational attainment scored lower on cognitive measures [pooled unadjusted SMDs: 2-3 years = -0.32 (95% confidence intervals: -0.43 to -0.21); 4-7 years = -0.57 (-0.67; -0.47); 8-15 years = -0.54 (-0.72; -0.37)]. Analyses by GA subgroups (<27 vs ≥27 weeks) in children without severe neonatal morbidity and term controls yielded similar results. CONCLUSIONS: Across diverse settings and regardless of the degree of prematurity, low maternal education was associated with lower cognition.
KW - child development
KW - cohort
KW - intelligence
KW - IQ
KW - maternal education
KW - Very-preterm births
U2 - 10.1093/ije/dyab170
DO - 10.1093/ije/dyab170
M3 - Journal article
C2 - 34999864
AN - SCOPUS:85120866965
VL - 50
SP - 1824
EP - 1839
JO - International Journal of Epidemiology
JF - International Journal of Epidemiology
SN - 0300-5771
IS - 6
ER -
ID: 291293592