Table 1.
Summary of the empirical literature about the education or religion impacts on happiness or health based on panel data.
Note that variables in brackets (i.e., (SRH) and (LEB)) are independent variables.
Table 2.
Summary statistics.
Table 3.
R2 (LS) = 0.60, R2 (HLEB) = 0.73. Consistent and robust estimates are obtained by applying a three-stage least square (3SLS) estimator to a balanced sample (i.e., 162 countries across 21 years); LSk4 is the average of the previous 4 year values for LS.
Table 4.
RELi & EDUi. R2 (LS) = 0.60, R2 (HLEB) = 0.72.
Consistent and robust estimates are obtained by applying a three-stage least square (3SLS) estimator to a balanced sample (i.e., 162 countries across 21 years); LSk4 is the average of the previous 4 year values for LS.
Table 5.
R2 (LS) = 0.61, R2 (HLEB) = 0.72. Consistent and robust estimates are obtained by applying a three-stage least square (3SLS) estimator to a balanced sample (i.e., 162 countries across 21 years); LSk4 is the average of the previous 4 year values for LS.
Table 6.
R2 (LS) = 0.61, R2 (HLEB) = 0.72. Consistent and robust estimates are obtained by applying a three-stage least square (3SLS) estimator to a balanced sample (i.e., 162 countries across 21 years); LSk4 is the average of the previous 4 year values for LS.
Table 7.
Linkages of social and individual EDU policies.
GE = gross enrolment refers to social capital (SOC) in both Tables 3 and 5; EE = per-student education expenditure refers to individual knowledge (IND) in both Tables 4 and 6;— = negative significant link; + = positive significant link; 0 = no significant link.
Table 8.
Linkages of social and individual REL ethics.
GE = gross enrolment refers to social capital (SOC) in both Table 3 with a majority religion (MAJ) and Table 5 with a minority religion (MIN); EE = per-student education expenditure refers to individual knowledge (IND) in both Table 4 with a minority religion (MIN) and Table 6 with a majority religion (MAJ);— = negative significant link; + = positive significant link; 0 = no significant link.
Table 9.
Interactions between social and individual REL ethics and social and individual EDU policies as differences between significant social linkages minus individual linkages.
Grey cells should not be analysed autonomously (i.e., they should be compared with other grey cells), since they provide differences of coefficients expressed in different units (i.e., 0 or 1 values with percentages in [0,1] and percentages of gross enrolments with per-student expenditures in $).
Fig 1.
HLEB gains in years and LS losses in [0, 10] from primary, secondary and tertiary EDU (P, S, and T, respectively) within an each individual perspective.
Points are based on estimations, whereas curves are based on quadratic interpolations of points.
Fig 2.
LS gains (positive values) and losses (negative values) in [0, 10] from Buddhism, Christianity, Hinduism, Islam, and Judaism as majority religions (blue bars) and minority religions (red bars) within an each individual perspective.
Fig 3.
HLEB gains (positive values) and losses (negative values) in years from Buddhism, Christianity, Hinduism, Islam, and Judaism as majority religions (blue bars) and minority religions (red bars) within an each individual perspective.
Fig 4.
The oscillation dynamics of HLEB and LS towards the long-run equilibrium after a positive shock in LS within an intercultural representative individual perspective at the world level, if k is set at 1 and both constant of integrations are fixed at 0.