The older the bolder: Does relative age among peers influence children’s preference for competition?

Page, Lionel; Sarkar, Dipanwita; Silva-Goncalves, Juliana

doi:10.1016/j.joep.2017.10.002

Cited by 20 publications

(13 citation statements)

References 33 publications

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“…Because it is easy to mistake age-advantage for intrinsic talent, cohort-older children will tend to be nourished on a richer diet of positive regard from teachers, coaches, parents, and peers who see them as more competent than cohort-younger children–as indeed they are [4]. Affirmations from the world tend to become internalised by the child in the form of greater confidence [5] and willingness to engage in competitive activities [6]. Second, there is an organizational advantage, in that initial success can also institutionalise success.…”

Section: Introductionmentioning

confidence: 99%

The relative age effect in European elite soccer: A practical guide to Poisson regression modelling

Doyle

Bottomley

2019

PLoS ONE

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Many disciplines of scholarship are interested in the Relative Age Effect (RAE), whereby age-banding confers advantages on older members of the cohort over younger ones. Most research does not test this relationship in a manner consistent with theory (which requires a decline in frequency across the cohort year), instead resorting to non-parametric, non-directional approaches. In this article, the authors address this disconnect, provide an overview of the benefits associated with Poisson regression modelling, and two managerially useful measures for quantifying RAE bias, namely the Indices of Discrimination and Wastage. In a tutorial-like exposition, applications and extensions of this approach are illustrated using data on professional soccer players competing in the top two tiers of the “Big Five” European football leagues in the search to identify paragon clubs, leagues, and countries from which others may learn to mitigate this form of age-discrimination in the talent identification process. As with OLS regression, Poisson regression may include more than one independent variable. In this way we test competing explanations of RAE; control for unwanted sources of covariation; model interaction effects (that different clubs and countries may not all be subject to RAE to the same degree); and test for non-monotonic versions of RAE suggested in the literature.

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Section: Introductionmentioning

confidence: 99%

The relative age effect in European elite soccer: A practical guide to Poisson regression modelling

Doyle

Bottomley

2019

PLoS ONE

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“…There is also evidence that relatively old children have higher self-esteem (Fenzel, 1992;Thompson et al, 1999Thompson et al, , 2004, are less likely to suffer from psychological and behaviour problems (Goodman et al, 2003;Mühlenweg et al, 2012;Chen et al, 2015), and school victimisation (Mühlenweg, 2010). Dhuey and Lipscomb (2008) find that relatively old high school students are more likely to be involved in leadership activities at school and in a previous study we find that relatively old boys are more competitive (Page et al, 2017).…”

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confidence: 60%

“…Among children, being relatively old at school has been found to positively influence important behavioural traits, in particular self-confidence (e.g Crawford et al, 2014;Thompson et al, 2004;Page et al, 2017) and competitiveness (Page et al, 2017). In light of existing research findings, we make the following hypotheses about adults who were relatively old at school:…”

Section: Hypothesesmentioning

confidence: 98%

“…Hypothesis 6 is motivated by our past research which found a larger effect of relative age on competitiveness for boys than girls at school (Page et al, 2017). Moreover, relative age will lead to differences in height during school age which may matter more for boys than girls due to the more physical nature of intra-gender competition for school age boys (Persico et al, 2004).…”

Section: Hypothesesmentioning

confidence: 99%

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Long-lasting effects of relative age at school

Page

Sarkar

Silva-Goncalves

2019

Journal of Economic Behavior & Organization

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We investigate the long lasting effects on behaviour of relative age at school. We conduct an online incentivised survey with a sample of 1007 adults, who were born at most two months before or after the school entry cutoff date in four Australian states. We find those who were among the oldest in the classroom throughout their school years display higher self-confidence, are more willing to enter in some form of competition, declare taking more risk in a range of domains in their life and are more trusting of other people, compared to those who were among the youngest.

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“…Mühlenweg et al (2012) found that relatively young children starting school could harm their development of non-cognitive skills like activity, approach/withdrawal, soothability, adaptability, emotionality/persistence, and intensity of reaction, rhythmicity, order of biological function and threshold of responsiveness. However, the results of the other researches indicate that relative age differences do not systematically direct behavioral characteristics such as self-confidence, competition preference, risk attitude and occupational expectations (Lionel, Dipanwita, & Silva-Goncalves, 2017) or that there is no relationship or persistence with mental health structures such as emotional symptoms, behavior/management problems, peer problems, and prosocial behavior (Dee & Sievertsen, 2015).…”

Section: Academic and Social Outcomes Of Relative Age Effectmentioning

confidence: 95%

The Impact of Relative Age Effect on Mathematics Achievement

Ünal¹

2019

IES

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The timing of children’s start to school is the interest of researchers, policy-makers and especially parents. Researches on this issue have recently pointed to the concept of relative age effect (RAE). The purpose of this study is to determine the impact of RAE on mathematics achievement in Turkey. In order to accomplish this purpose, the question was sought: Does RAE have an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey? The research was conducted in survey model. In the present study, the data obtained from the TIMSS 2015 results of Turkey was used. Totally 6456 students were sampled for TIMSS 2015 the fourth grade in 242 schools. Also, totally 6079 students (2943 girls and 3136 boys) were sampled for TIMSS 2015 the eighth grade in 218 schools. Hierarchical multiple regression analysis was used to analyze the data. In conclusion, it has been reached that RAE has an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey and the youngest children born just before the cut-off date has the worst performance. The recommendations based on the results have been submitted as making the enrollment dates more flexible, especially for children in rural areas, not applying honors classes in schools, raising awareness about RAE in pre-service and in-service training programs for teachers, no pressure on children at home and at school for their lagging in competition.

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The older the bolder: Does relative age among peers influence children’s preference for competition?

Cited by 20 publications

References 33 publications

The relative age effect in European elite soccer: A practical guide to Poisson regression modelling

The relative age effect in European elite soccer: A practical guide to Poisson regression modelling

Long-lasting effects of relative age at school

The Impact of Relative Age Effect on Mathematics Achievement

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