Explicación del gradiente de educación–salud en la prevención de las ITS en el Perú andino: Funcionamiento Ejecutivo Cognitivo, Conciencia y Conocimiento de Salud
46e9320sp.pdf

Autores

Ismael G. Muñoz, The Pennsylvania State University David P. Baker, The Pennsylvania State University Ellen Peters, University of Oregon

Contexto: Se sabe poco acerca de las vías que median la relación entre el nivel educativo y la salud. Generalmente se supone que la escolaridad formal conduce a la conciencia de los riesgos para la salud (por ejemplo, las ITS) y, a su vez, a la adopción de un comportamiento preventivo (por ejemplo, el uso del condón); sin embargo, la evidencia que apoya este mecanismo ha sido limitada.

Métodos: Los datos de la encuesta se obtuvieron en 2010 de una muestra de 247 adultos de 30 a 62 años que vivían en un distrito andino aislado de Perú; estas personas tenían una exposición muy variable a la escolaridad y su comunidad había experimentado recientemente riesgos elevados de ITS. Se usó el modelo de ecuaciones estructurales para estimar el grado en que la escolaridad se asociaba con los recursos cognitivos, la conciencia de las ITS y el conocimiento de la salud sexual y cómo estos se asocian conjuntamente con el haber usado alguna vez condones.

Resultados: El treinta y dos por ciento de los encuestados informaron que alguna vez usaron condones. Un año adicional de escolaridad se asoció con un aumento de 2.7 puntos porcentuales en la probabilidad de uso del condón, después del ajuste por covariables. La vía entre el nivel educativo y el uso del condón estuvo mediada por las habilidades de funcionamiento cognitivo ejecutivo (FCE) (0.26 desviaciones estándar), conciencia de las ITS (0.09) y conocimiento de salud sexual (0.10); Las habilidades de FCE se asociaron con el uso del condón tanto directa como indirectamente, a través de la conciencia de las ITS y los conocimientos sobre salud sexual y representaron dos tercios del gradiente educativo del uso del condón.

Conclusiones: La relación entre el nivel educativo y la prevención de las ITS podría ser más compleja de lo que a menudo se supone y está mediada por las habilidades de FCE, la conciencia de las ITS y el conocimiento de la salud sexual. Los estudios deben examinar si las intervenciones de prevención de ITS son más efectivas si mejoran las habilidades cognitivas utilizadas para traducir la información en comportamientos protectores.

Footnotes

*El coeficiente de una vía indirecta se calcula multiplicando los coeficientes de sus componentes.

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Author's Affiliations

Ismael G. Muñoz es asistente de investigación graduado en el Departamento de Estudios de Política Educativa y David P. Baker es profesor en los Departamentos de Sociología, Educación y Demografía, ambos en la Universidad Estatal de Pensilvania, University Park, PA, EE. UU. Ellen Peters es profesora, Escuela de Periodismo y Comunicación, Universidad de Oregón, Eugene, OR, EE. UU.

Acknowledgments

Los autores agradecen a sus colaboradores en el estudio peruano Martín Benavides y Juan León de The Group for the Analysis of Development (GRADE). El financiamiento de la investigación fue proporcionado por la National Science Foundation (SES–0826712; SES–1155924). Los autores reconocen el apoyo brindado por el Instituto de Investigación de Población de la Universidad Estatal de Pensilvania, que cuenta con el apoyo de la subvención de infraestructura # P2CHD041025 del Instituto Nacional de Salud Infantil y Desarrollo Humano Eunice Kennedy Shriver.

Disclaimer

The views expressed in this publication do not necessarily reflect those of the Guttmacher Institute.
Volume 46
July 2020

First published online:

DOI: https://doi.org/10.1363/46e9320
http://www.jstor.org/stable/10.1363/46e9320