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The relative age effect on self-esteem in the academic setting
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2019 (English)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

A few studies have attempted to examine whether children’s low self-esteem is partially explained by being relatively younger than their peers. In the present study this relative age effect on self-esteem is hypothesized to be mediated by children’s relationships to their teachers and the children’s performance in school. This study is based on nationally representative data from the Korean Youth Panel Survey. A total of 2,844 Korean fourth graders (M age = 9.86, SD = 0.35; 53.6% male) self reported their self-esteem, student-teacher relationships and academic achievement. Structural equation modeling revealed that both student-teacher relationships and academic achievement served as significant mediators in the relative age effect on self-esteem, even after family socioeconomic status was controlled for. The older children in the classroom formed higher quality student-teacher relationships and performed better in school, thereby ending up with higher self-esteem relative to their peers. These results may be used as guidance when creating intervention programs aiming to improve children’s SE and prevent negative development.

Abstract [sv]

Ett par studier har undersökt om barns låga självkänsla delvis förklaras av att vara relativt yngre än sina klasskamrater. I denna studie antas barns relationer till sina lärare samt barns prestationer i skolan vara medierande faktorer för den beskrivna effekten av relativ ålder på barns självkänsla. Studien använder nationellt representativt data från Korean Youth Panel Survey. Sammanlagt 2,844 koreanska fjärdeklassare (M ålder = 9,86, SD = 0,35; 53,6% pojkar) skattade sin självkänsla, deras relationer till lärare och deras prestation i skolan. Strukturell ekvationsmodellering visade att både relationer till lärare och prestation i skolan var signifikanta medierande faktorer för effekten av relativ ålder på barns självkänsla. Detta även när familjens socioekonomiska status kontrollerats för. De relativt äldre barnen byggde relationer av högre kvalitet med sina lärare samt presterade bättre i skolan och fick därmed högre självkänsla än deras klasskamrater. Dessa resultat kan användas som vägledning när program med syfte att förbättra barns självkänsla samt förhindra negativ utveckling ska utformas.

Place, publisher, year, edition, pages
2019. , p. 19
Keywords [en]
self-esteem, relative age, student-teacher relationships, academic achievements, South Korea
National Category
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-159504OAI: oai:DiVA.org:umu-159504DiVA, id: diva2:1318980
Subject / course
Examensarbete i psykologi
Educational program
Study Programme for University Diploma in Psychology
Supervisors
Examiners
Available from: 2019-06-04 Created: 2019-05-29 Last updated: 2019-06-04Bibliographically approved

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CiteExportLink to record
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