Vestheim Ole Petter, Husby Magne, Aune Tore Kristian, Bjerkeset Ottar, Dalen Terje
Faculty of Education and Arts, Nord University, Bodø, Norway.
Faculty of Nursing and Health Sciences, Nord University, Bodø, Norway.
Front Psychol. 2019 Aug 7;10:1761. doi: 10.3389/fpsyg.2019.01761. eCollection 2019.
We examined relative age effects (RAE) in national test results in reading literacy in Norway in 2013, in Grades 5, 8, and 9 students ( = 173,421) to estimate how month of birth is associated with mean scores and different achievement levels. The results confirm that there is an approximately linear decrease in test scores across months of birth for all grades and both genders. Consequently, students born early in the year are more likely to end up at higher achievement levels than students born later in the year. Possible explanations for this phenomenon are the greater maturity of older children and that they might be considered more gifted when compared with their younger peers. Further, we found increasing gap in test scores between girls and boys from grade 5 to 8 and 9. We suggest both maturity and motivational reasons for these differences.
我们研究了2013年挪威全国五年级、八年级和九年级学生（共173421名）阅读素养测试结果中的相对年龄效应（RAE），以估计出生月份与平均分数及不同成绩水平之间的关联。结果证实，所有年级的男生和女生，其测试分数均随出生月份呈近似线性下降。因此，年初出生的学生比年末出生的学生更有可能取得更高的成绩水平。对此现象的可能解释是，年龄较大的孩子更加成熟，与年幼的同龄人相比，他们可能被认为更有天赋。此外，我们发现从五年级到八年级和九年级，男生和女生的测试分数差距在不断增大。我们认为这些差异既有成熟度方面的原因，也有动机方面的原因。
