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Relative Age Effects in Dutch Adolescents: Concurrent and Prospective Analyses

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  • Bertus F Jeronimus
  • Nikolaos Stavrakakis
  • René Veenstra
  • Albertine J Oldehinkel

Abstract

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

Suggested Citation

  • Bertus F Jeronimus & Nikolaos Stavrakakis & René Veenstra & Albertine J Oldehinkel, 2015. "Relative Age Effects in Dutch Adolescents: Concurrent and Prospective Analyses," PLOS ONE, Public Library of Science, vol. 10(6), pages 1-17, June.
    • Handle: RePEc:plo:pone00:0128856
    DOI: 10.1371/journal.pone.0128856
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    References listed on IDEAS

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    1. Kelly Bedard & Elizabeth Dhuey, 2006. "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 121(4), pages 1437-1472.
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