Disentangling the effect of students’ maturity on academic achievement

Oscar Marcenaro Gutierrez () and Luis Alejandro Lopez-Agudo ()
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Luis Alejandro Lopez-Agudo: Universidad de Malaga

Chapter 29 in Investigaciones de Economía de la Educación, 2016, vol. 11, pp 535-550 from Asociación de Economía de la Educación

Abstract: There exists an increasing number of contributions focused on the influence of the attendance to early childhood and/or preprimary education on the future academic path of the students, which employ in a complementary way the quarter of birth of the student as a proxy for the maturity of the children. The present work goes a step further by making a distinction between three different dimensions of maturity: students’ mental age, proxied by the time when children began to exhibit the basic competences (reading and writing); chronological age, represented by the bimester of birth; and grade repetition, which represents a maturity related to academic knowledge. The suitability of the quarter of birth and the ages of beginning to read and write as an instrument of repetition has been checked, finding that they are not adequate for this purpose This finding might be reinforcing the argument that the ages of beginning to read and write, the quarter of birth and grade repetition might be measuring different dimensions of students’ maturity.

Keywords: Maturity; writing; reading; grade repetition (search for similar items in EconPapers)
JEL-codes: I24 (search for similar items in EconPapers)
Date: 2016
ISBN: 978-84-945958-6-8
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