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

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Title: Birth rank as a determinant of academic achievement:results from a European survey of primary school children.
Authors: Arshad, Husnain1 (AUTHOR), Husky, Mathilde M.2 (AUTHOR), Goelitz, Dietmar3 (AUTHOR), Bitfoi, Adina4 (AUTHOR), Carta, Mauro Giovanni5 (AUTHOR), Koç, Ceren6 (AUTHOR), Lesinskiene, Sigita7 (AUTHOR), Mihova, Zlatka8 (AUTHOR), Otten, Roy9 (AUTHOR), Fermanian, Christophe1 (AUTHOR), Kovess-Masfety, Viviane10 (AUTHOR) viviane.kovess-masfety@parisdescartes.fr
Source: European Journal of Developmental Psychology. Sep2020, Vol. 17 Issue 5, p629-648. 20p.
Subject Terms: *School children, *Parent attitudes, *Primary schools, *Educational surveys, *Parent-teacher relationships, Cross-country skiing, Performance in children
Abstract: The 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. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Birth rank as a determinant of academic achievement:results from a European survey of primary school children.
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  Data: <searchLink fieldCode="AR" term="%22Arshad%2C+Husnain%22">Arshad, Husnain</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Husky%2C+Mathilde+M%2E%22">Husky, Mathilde M.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Goelitz%2C+Dietmar%22">Goelitz, Dietmar</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bitfoi%2C+Adina%22">Bitfoi, Adina</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carta%2C+Mauro+Giovanni%22">Carta, Mauro Giovanni</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koç%2C+Ceren%22">Koç, Ceren</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lesinskiene%2C+Sigita%22">Lesinskiene, Sigita</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mihova%2C+Zlatka%22">Mihova, Zlatka</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Otten%2C+Roy%22">Otten, Roy</searchLink><relatesTo>9</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fermanian%2C+Christophe%22">Fermanian, Christophe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kovess-Masfety%2C+Viviane%22">Kovess-Masfety, Viviane</searchLink><relatesTo>10</relatesTo> (AUTHOR)<i> viviane.kovess-masfety@parisdescartes.fr</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Developmental+Psychology%22">European Journal of Developmental Psychology</searchLink>. Sep2020, Vol. 17 Issue 5, p629-648. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+surveys%22">Educational surveys</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-teacher+relationships%22">Parent-teacher relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-country+skiing%22">Cross-country skiing</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+in+children%22">Performance in children</searchLink>
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  Label: Abstract
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  Data: The 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=144826779
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        Value: 10.1080/17405629.2019.1700108
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      – Code: eng
        Text: English
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      – SubjectFull: School children
        Type: general
      – SubjectFull: Parent attitudes
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      – SubjectFull: Primary schools
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      – SubjectFull: Cross-country skiing
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      – SubjectFull: Performance in children
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