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The Relative Age Effects in Educational Development: A Systematic Review

Author

Listed:
  • Alar Urruticoechea

    (Facultad de Psicología, Universidad Católica del Uruguay, Montevideo 11600, Uruguay
    These authors contributed equally to this work.)

  • Andrés Oliveri

    (Dirección General de Planeamiento, Universidad de la República, Montevideo 11200, Uruguay
    These authors contributed equally to this work.)

  • Elena Vernazza

    (Instituto de Estadística, Facultad de Ciencias Económicas y de Administración, Universidad de la República, Montevideo 11200, Uruguay
    These authors contributed equally to this work.)

  • Marta Giménez-Dasí

    (Sección Departamental de Investigación y Psicología en Educación, Facultad de Psicología, Universidad Complutense de Madrid, 28040 Madrid, Spain
    These authors contributed equally to this work.)

  • Rosario Martínez-Arias

    (Departamento de Psicobiología y Metodología en Ciencias del Comportamiento, Facultad de Psicología, Universidad Complutense de Madrid, 28040 Madrid, Spain
    These authors contributed equally to this work.)

  • Javier Martín-Babarro

    (Sección Departamental de Investigación y Psicología en Educación, Facultad de Psicología, Universidad Complutense de Madrid, 28040 Madrid, Spain
    These authors contributed equally to this work.)

Abstract

There is a large number of variables, studied in the literature, that affect the integral development of students in the educational stage, but few research analyze the effects that relative age can have on development. The aim of this study is to review and summarize the results obtained, on this subject, in recent research. The methodology used has followed the PRISMA declaration. The final sample is composed by 21 articles, which use data from 24 countries and 32 assessments. The main conclusions indicate that relatively younger children in same class groups: (a) obtain significantly lower mean scores in cognitive and motor tests, (b) have a higher repetition rate, and (c) have a less capacity of socialization. Finally, it should be noted that considering the results obtained by the research on relative age effect on child development, some authors propose to adapt educational practices to minimize these effects.

Suggested Citation

  • Alar Urruticoechea & Andrés Oliveri & Elena Vernazza & Marta Giménez-Dasí & Rosario Martínez-Arias & Javier Martín-Babarro, 2021. "The Relative Age Effects in Educational Development: A Systematic Review," IJERPH, MDPI, vol. 18(17), pages 1-12, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:17:p:8966-:d:622061
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    References listed on IDEAS

    as
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