Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data |
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| Authors: | Andrea Mühlenweg Dorothea Blomeyer Holger Stichnoth Manfred Laucht |
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| Institution: | 1. Statistics Norway, Box 8131 Dep., 0033 Oslo, Norway;2. Department of Economics, University of Oslo, Blindern, 0317 Oslo, Norway;1. University of Milan, Italy;2. IZA, Germany;3. Department of Economics, Statistics and Finance, University of Calabria, Italy;1. Centre of National Research on Disability and Rehabilitation Medicine, The University of Queensland, Australia;2. Curtin Bankwest Economics Centre, Curtin University, Australia;3. School of Commerce, University of Southern Queensland, Australia;4. Australian Centre for Economic Research on Health, School of Economics and Centre for Clinical Research, The University of Queensland, Australia;5. School of Economics, The University of Queensland, Australia |
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| Abstract: | We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: these children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany's segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance. By contrast, we do not find a significant effect of ASE on cognitive skills as measured by IQ. |
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