The relative age effect on self-esteem in the academic setting

Abstract: 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.