Knowledge that Transforms

Intelligence test scores and educational duration are positively correlated. This correlation could be interpreted in two ways: Students with greater propensity for intelligence go on to complete more education, or a longer education increases intelligence. We meta-analyzed three categories of quasiexperimental studies of educational effects on intelligence: those estimating education-intelligence associations after controlling for earlier intelligence, those using compulsory schooling policy changes as instrumental variables, and those using regression-discontinuity designs on school-entry age cutoffs. Across 142 effect sizes from 42 data sets involving over 600,000 participants, we found consistent evidence for beneficial effects of education on cognitive abilities of approximately 1 to 5 IQ points for an additional year of education. Moderator analyses indicated that the effects persisted across the life span and were present on all broad categories of cognitive ability studied. Education appears to be the most consistent, robust, and durable method yet to be identified for raising intelligence.

Despite global gender inequalities, findings on gender differences in subjective well-being have been inconsistent. We conducted a meta-analysis on gender differences in subjective well-being to account for the type of subjective-well-being measure, sampling variability, and levels of national gender inequality from which samples are gathered. Based on 281 effect sizes for life satisfaction ( N = 1,001,802) and 264 for job satisfaction ( N = 341,949), results showed no significant gender differences in both types of subjective well-being. Supplementary meta-analyses found significantly lower job satisfaction, but not life satisfaction, in women for studies that used both life-satisfaction and job-satisfaction measures, and studies that relied on measures that previously demonstrated measurement equivalence. Using the Gender Inequality Index, we found that greater national gender inequality significantly predicts greater gender differences in job satisfaction, but not life satisfaction. We discuss the implications of these findings and the use of subjective well-being as a measure of societal progress.