Assigned vs. observed relative age: the association of early entry to school on cognitive abilities and its implications for educational practice
These findings will be discussed under different aspects of schooling effects and the parents' motivations for early or late schooling as well as the implications for educational practice.
Authors
- Stephan Bongard (ORCID: https://orcid.org/0000-0002-7891-1117)
- Ingo Roden (ORCID: https://orcid.org/0000-0002-5691-793X)
- Nick Wattie (ORCID: https://orcid.org/0000-0003-2623-000X)
- Jörg Schorer (ORCID: https://orcid.org/0000-0002-4888-7048)
Institutions
- Goethe University Frankfurt (DE)
- Carl von Ossietzky Universität Oldenburg (DE)
- Ontario Tech University (CA)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2026-02-18
- DOI
- https://doi.org/10.3389/fpsyg.2026.1708843
- Primary Topic
- Cognitive Abilities and Testing
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Federalno Ministarstvo Obrazovanja i Nauke