ArticleFrontiers in public health2025
Educational differences in mental health-related quality of life during the COVID-19 pandemic in Germany: the mediating role of pandemic-induced psychosocial stress.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Article
- Is educational expansion beneficial for health? A counterfactual mediation analysis of its impact on trends of daily activity limitations among different age groups in Germany.Archives of public health = Archives belges de sante publique · 2026Article
- Income, Educational Level, and Depressive Symptoms in a Time of Multiple Crises: Trends Revealed by High-Frequency Mental Health Surveillance in Germany, 2019–2024.Deutsches Arzteblatt international · 2025Observational
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7 authors.
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Abstract
Objectives: A large body of evidence shows poorer mental health among lower socioeconomic groups, with chronic stress being an important pathway in this relationship. It was expected that the mental health of people with low socioeconomic status may have been particularly affected by the COVID-19 pandemic. While it has been established that stress also impacted mental health during the pandemic, the aim of this study was to analyze if pandemic-induced psychosocial stress (PIPS) mediated educational differences in mental health-related quality of life (MHRQOL) and which life domains were particularly affected. Methods: The data came from the population-based representative study "Corona Monitoring Nationwide - Wave 2 (RKI-SOEP-2)," from November 2021-February 2022, restricted to the working age population (18-67 years, Results: MHRQOL increased with higher education. Higher education was associated with more PIPS in the domain's family, social life, and leisure time, while lower education was associated with more financial PIPS. PIPS in the life domains family, financial situation, leisure time, and social life significantly mediated educational differences in MHRQOL. No significant mediation effect was found for partnership and work/school PIPS. Conclusion: PIPS contributed to educational differences in MHRQOL, with different educational levels showing more stress in different life domains. Group-targeted and life domain-specific approaches for prevention and intervention should be considered.
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