Occupational Autonomy and Cognitive Function: The Moderating Role of Educational Attainment.

OBJECTIVE: Occupational autonomy is beneficial to workers' health and well-being. Highly autonomous jobs are available to people with varying educational attainments. However, little research has evaluated whether occupational autonomy is protective of cognitive function, particularly among those with lower levels of education.

METHODS: Using the Occupational Information Network classification dataset linked with the Health and Retirement Study (HRS-O*NET), we evaluated three domains of occupational autonomy (decision, design, and activity) and the average across these measures in association with: (a) cognitive function at midlife (i.e., entry into the HRS) and (b) change in cognitive function 8 years later. We also tested whether education moderated these associations.

RESULTS: On average, all three types of occupational autonomy were associated with protective effects on cognitive function in midlife (p < 0.05). Only activity autonomy (i.e., work value: independence) was significantly associated with changes in cognitive function eight years later (β = 0.06, p < 0.05). The cognitive benefits of autonomy do not vary by education through midlife. However, having high levels of autonomy is protective against cognitive decline following midlife among those with a college degree, but not for those without.

DISCUSSION: These findings suggest that occupational autonomy is cognitively protective. However, it cannot ameliorate cognitive losses that commonly occur after midlife for those with no degree. Future research is needed to identify modifiable factors that reduce cognitive losses after midlife for those with low educational attainment.