Dataset: Stunting and Its Association with Education and Cognitive Outcomes in Adulthood: A Longitudinal Study in Indonesia

Abstract Stunting is associated with adverse outcomes in adulthood. This article specifically aims to analyse the relationship between childhood stunting and education as well as cognitive outcomes for adults in Indonesia. Pooled data from two waves of the Indonesia Family Life Survey in 1993 and 1997, identified 4851 children aged 0-5 by their stunting status as well as their relative height to be compared for their differences in educational outcomes and cognitive abilities in 2014. Height-for-age z-score was used to proxy relative height and determine stunting status based on 2006 WHO child’s growth standards. The outcomes for education and cognitive abilities include educational levels, years of schooling, age of school entry, failing a grade, and scores for cognitive tests. The study employs estimation models of pooled regressions and instrumental variables. Stunting and relatively small stature had a significant association with cognitive development, and they worked as an intermediary to cognitive developmental barriers manifested in reduced educational outcomes. A lack of one SD in height-for-age was associated with a 0.125-point reduction in education level, 0.4 years shortened length of the school, 6% higher chances of failing grades and dropouts from secondary school, and 0.19-0.24 SD lowered cognitive and numerical scores. Similarly, stunting tends to decrease cognitive test scores by 0.56-0.8 SD compared to non-stunting and reduce educational achievement by 0.38 points, 1.4 years shorter schooling, 17.7% and 23% more likely to fail grades. In addition, HAZ and stunting are also associated with the school entry age of 0.35 and 0.11 years, respectively.摘要：儿童发育迟缓（stunting）与成年期不良结局存在关联。本文旨在探究印度尼西亚儿童期发育迟缓与成年后教育及认知结局之间的关联。研究整合1993年与1997年两轮印尼家庭生活追踪调查（Indonesia Family Life Survey）的合并数据集，筛选出4851名0-5岁儿童，依据其发育迟缓状况与相对身高水平，对比其2014年的教育结局与认知能力差异。本研究以年龄别身高z评分（Height-for-age z-score，HAZ）作为相对身高的代理变量，并依据2006年世界卫生组织（WHO）儿童生长标准判定发育迟缓状态。教育与认知结局指标涵盖受教育水平、受教育年限、入学年龄、留级情况以及认知测试得分。本研究采用合并回归与工具变量（instrumental variables）估计模型。研究发现，发育迟缓与相对身材矮小均与认知发育存在显著关联，并作为中介因素引发认知发育障碍，最终表现为教育结局不佳。年龄别身高每降低1个标准差（SD），对应受教育水平下降0.125分、受教育年限缩短0.4年、留级及中等教育辍学概率升高6%，同时认知与数字推理得分降低0.19-0.24个标准差。类似地，与非发育迟缓儿童相比，发育迟缓儿童的认知测试得分降低0.56-0.8个标准差，受教育水平下降0.38分，受教育年限缩短1.4年，留级概率分别升高17.7%与23%。此外，年龄别身高z评分与发育迟缓状态分别与入学年龄推迟0.35年及0.11年存在关联。