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The Negative Year in School Effect: Extending Scope and Strengthening Causal Claims

Parker, Philip D.; Marsh, Herbert; Thoemmes, Felix; Biddle, Nicholas

Description

The Negative Year in School Effect (NYiSE) claims that grade-relative-to-age influences academic self-concept. Being young for your grade is associated with lower self-concept, whereas being old for your grade is associated with higher self-concept. We extend this research in several ways. First, we aim to improve causal claims for the NYiSE by utilizing birth month as an instrumental variable. Using the Longitudinal Study of Australian Youth we find that the NYiSE is negative under...[Show more]

dc.contributor.authorParker, Philip D.
dc.contributor.authorMarsh, Herbert
dc.contributor.authorThoemmes, Felix
dc.contributor.authorBiddle, Nicholas
dc.date.accessioned2020-07-21T02:33:40Z
dc.identifier.issn0022-0663
dc.identifier.urihttp://hdl.handle.net/1885/206438
dc.description.abstractThe Negative Year in School Effect (NYiSE) claims that grade-relative-to-age influences academic self-concept. Being young for your grade is associated with lower self-concept, whereas being old for your grade is associated with higher self-concept. We extend this research in several ways. First, we aim to improve causal claims for the NYiSE by utilizing birth month as an instrumental variable. Using the Longitudinal Study of Australian Youth we find that the NYiSE is negative under instrumental variable regression. Given that NYiSE has focused on math self-concept we show that the effect extends to other measures of math, general academic, and English social comparison. Finally, using General Estimating Equations we show that the NYiSE also has an effect on university entry that is explained by self-beliefs. Our research has policy implications around how children enter school. Further, this research shows that the use of alternative causal modeling strategies is a useful asset to educational research especially when randomized control trials are not yet available or feasible.
dc.description.sponsorshipWe acknowledge the generous support of the Australian Research Council (DP130102713, DE140100080).
dc.format.extent13 pages
dc.format.mimetypeapplication/pdf
dc.language.isoen_AU
dc.publisherAmerican Psychological Association
dc.rights© 2018 American Psychological Association
dc.sourceJournal of Educational Psychology
dc.subjectacademic self-concept, instrumental variable, social comparison, university entry
dc.titleThe Negative Year in School Effect: Extending Scope and Strengthening Causal Claims
dc.typeJournal article
local.description.notesImported from ARIES
local.identifier.citationvolume111
dcterms.dateAccepted2018-01-17
dc.date.issued2019
local.identifier.absfor170103 - Educational Psychology
local.identifier.ariespublicationu5786633xPUB1904
local.publisher.urlhttp://www.apa.org/pubs/journals/edu/index.aspx
local.type.statusPublished Version
local.contributor.affiliationParker, Philip D., Australian Catholic University
local.contributor.affiliationMarsh, Herbert, Australian Catholic University
local.contributor.affiliationThoemmes, Felix, Cornell University
local.contributor.affiliationBiddle, Nicholas, College of Arts and Social Sciences, The Australian National University
local.description.embargo2037-12-31
dc.relationhttp://purl.org/au-research/grants/arc/DP130102713
dc.relationhttp://purl.org/au-research/grants/arc/DE140100080
local.identifier.essn1939-2176
local.bibliographicCitation.issue1
local.bibliographicCitation.startpage118
local.bibliographicCitation.lastpage130
local.identifier.doi10.1037/edu0000270
dc.date.updated2020-04-12T08:22:00Z
local.identifier.thomsonIDWOS:000454515900009
CollectionsANU Research Publications

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