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Birth rank as a determinant of academic achievement:results from a European survey of primary school children

dc.rights.licenseopenen_US
dc.contributor.authorARSHAD, H.
hal.structure.identifierLaboratoire de psychologie:Santé et qualité de vie
dc.contributor.authorHUSKY, Mathilde
IDREF: 079957668
dc.contributor.authorGOELITZ, D.
dc.contributor.authorBITFOI, A.
dc.contributor.authorCARTA, M.G.
dc.contributor.authorKOÇ, C.
dc.contributor.authorLESINSKIENE, S.
dc.contributor.authorMIHOVA, Z.
dc.contributor.authorOTTEN, R.
dc.contributor.authorFERMANIAN, C.
dc.contributor.authorKOVESS-MASFETY, V.
dc.date.accessioned2021-01-13T10:59:33Z
dc.date.available2021-01-13T10:59:33Z
dc.date.issued2020
dc.identifier.issn1740-5629en_US
dc.identifier.urihttps://oskar-bordeaux.fr/handle/20.500.12278/23784
dc.description.abstractEnThe present study investigates the relationship between birth rank and academic achievement of children in a cross-country study to examine whether firstborn children perform better in primary school than later-born children when controlling for individual, social and parental characteristics. Data were drawn from the School Children Mental Health in Europe (SCMHE) study, which included samples from Bulgaria, Germany, Italy, Netherlands, Lithuania, Romania and Turkey (n = 7,518). Children’s academic performance in reading and mathematics was evaluated by teachers and parents reported sociodemographic variables including birth rank and parental attitudes. Controlling for individual, sociodemographic variables and parental attitudes in multinomial regressions, first- or second-born children displayed greater performance in mathematics and in reading as compared to children whose birth rank was third or above. Children from large families, especially when they are not first- or second-born appear to be at greater risk for academic difficulties and should benefit from targeted prevention efforts.
dc.language.isoENen_US
dc.title.enBirth rank as a determinant of academic achievement:results from a European survey of primary school children
dc.title.alternativeEur J Dev Psycholen_US
dc.typeArticle de revueen_US
dc.identifier.doi10.1080/17405629.2019.1700108en_US
dc.subject.halSciences du Vivant [q-bio]/Santé publique et épidémiologieen_US
bordeaux.journalEuropean Journal of Developmental Psychologyen_US
bordeaux.page629-648en_US
bordeaux.volume17en_US
bordeaux.issue5en_US
bordeaux.institutionUniversité de Bordeauxen_US
bordeaux.peerReviewedouien_US
bordeaux.inpressnonen_US
hal.identifierhal-03108578
hal.version1
hal.date.transferred2021-01-13T10:59:37Z
hal.exporttrue
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