Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/44464
Authors: 
Mühlenweg, Andrea M.
Blomeyer, Dorothea
Laucht, Manfred
Year of Publication: 
2011
Series/Report no.: 
ZEW Discussion Papers 11-017
Abstract: 
We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: These children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany's segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance.
Subjects: 
Education
identification
instrumental variables
age at school entry (ASE)
JEL: 
I21
I28
J24
Persistent Identifier of the first edition: 
Document Type: 
Working Paper

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