Relative age, identity and schooling: An extension of the Akerlof/Kranton model which solves a puzzle

Allen, Jeremiah

doi:10.1016/j.socec.2007.06.011

Cited by 3 publications

(5 citation statements)

References 15 publications

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“…Some studies reported that relative-age effects reverse for relatively young adolescents who managed to stay in their initial cohort [44,70], called the extended Akerlof/Kranton model [13]. We also did not replicate this reverse relative-age effect.…”

Section: Discussioncontrasting

confidence: 71%

“…The absence of substantial relative-age effects in adolescents with a normative school progress is surprising, given that the existing literature reports substantial effects [ 1 , 3 , 27 , 34 ], which also covers adolescents between age 11 and 17 [ 13 , 15 , 69 ]. Some studies reported that relative-age effects reverse for relatively young adolescents who managed to stay in their initial cohort [ 44 , 70 ], called the extended Akerlof/Kranton model [ 13 ]. We also did not replicate this reverse relative-age effect.…”

Section: Discussionmentioning

confidence: 99%

“…Another common argument is that relative-age advantages erode when full maturity in the specific system has been reached, in contrast to advantages conferred by genes [ 13 , 24 ]. Some studies indeed reported this dissipation of differences [ 1 , 71 ].…”

Section: Discussionmentioning

confidence: 99%

“…Taller and more mature children tend to have more prestige [ 6 , 7 ], which in turn affects friendship formation [ 8 , 9 ], and enhances learning opportunities [ 10 ]. Relative-age has been associated with higher intelligence [ 11 ], school success [ 12 ], identity formation [ 13 ], peer-perceived competence and leadership [ 14 ], success in sports [ 15 ], and positive self-perception and self-esteem [ 16 , 17 ]. Children’s internal working models are based on self- and other representations (“looking glass self”), which emerge and crystallize relatively early in development [ 18 , 19 ]: five-year olds have already stable and clearly established classroom hierarchies [ 20 ].…”

Section: Introduction To Relative Agementioning

confidence: 99%

“…Children’s relative-age position may become a self-fulfilling prophecy (“learning by being”), catalyzed by reciprocal feedback loops between the developing phenotypes and their environments [ 13 , 21 ]; analogous to the corresponsive principle in the temperament and personality literature [ 22 , 23 ] and the Dickens-Flynn model [ 24 , 25 ]. For example, more positive adult evaluations for relatively older children based on favorable intra-cohort contrast effects [ 1 ] may drive repetitious advantageous social interactions, which influences their subsequent development.…”

Section: Introduction To Relative Agementioning

confidence: 99%

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Relative Age Effects in Dutch Adolescents: Concurrent and Prospective Analyses

et al. 2015

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The literature on relative age position effects is rather inconsistent. In this study we examined intra-classroom age position (or relative age) effects on Dutch adolescents’ school progress and performance (as rated by teachers), physical development, temperamental development (fear and frustration), and depressive symptoms, all adjusted for age at the time of measurement. Data were derived from three waves of Tracking Adolescents' Individuals Lives Survey (TRAILS) of 2230 Dutch adolescents (baseline mean age 11.1, SD = 0.6, 51% girls). Albeit relative age predicted school progress (grade retention ORs = 0.83 for each month, skipped grade OR = 1.47, both p<.001), our key observation is the absence of substantial developmental differences as a result of relative age position in Dutch adolescents with a normative school trajectory, in contrast to most literature. For adolescents who had repeated a grade inverse relative age effects were observed, in terms of physical development and school performance, as well as on depressive symptoms, favoring the relatively young. Cross-cultural differences in relative age effect may be partly explained by the decision threshold for grade retention.

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Section: Discussioncontrasting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introduction To Relative Agementioning

confidence: 99%

Section: Introduction To Relative Agementioning

confidence: 99%

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Relative Age Effects in Dutch Adolescents: Concurrent and Prospective Analyses

et al. 2015

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Relative age effect on European adolescents’ social network

Fumarco

Baert

2019

Journal of Economic Behavior & Organization

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We contribute to the literature on relative age effects on pupils' (non-cognitive) skills formation by studying students' social network. We investigate data on European adolescents from the Health Behaviour in School Aged Children survey and use an instrumental variables approach to account for endogeneity of relative age while controlling for confounders, namely absolute age, season-of-birth, and family socioeconomic status. We find robust evidence that suggests the existence of a substitution effect: the youngest students within a class e-communicate more frequently than relatively older classmates but have fewer friends and meet with them less frequently.

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