Relative age effect in school-years

Abstract

Several researchers suggest that there is a mayor demand of children attending to psychological consultation for learning difficulties, in children being born at the end of the year. Differences on chronological age within a peer/age group are known as Relative Age and its consequences as Relative Age Effect (RAE). The aim of this review is to analyse RAE´s impact in the academic area. 72% of the revised papers found evidence to support the impact of RAE in the academic area. In order to explain the hypothetical functioning of RAE, a «Model» has been suggested, which aims to explain the dynamics of the variables implied in the initiation, maintenance and in the consequences of RAE. Furthermore, the evolution and the extent of the impact of RAE is analysed.