The multidimensional nature of students’ maturity

The Spanish case / La naturaleza multidimensional de la madurez de los estudiantes: el caso de España

Bibliographic Data

ID12486229
AuthorsOscar David Marcenaro-Gutierrez (0000-0003-0939-5064, Universidad de Málaga, corresponding author), L A Lopez-Agudo (0000-0002-0906-3206, Universidad de Málaga)
Year2024
Volume36
Issue1
Pages218-258
Publication date2024-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1177/11356405241235077
OpenAlexW4395054677
LanguageEN
References cited36

Many research works have claimed the relevance that students’ maturity may have in their academic achievement, but in spite of this importance, this maturity concept is not so easy to delimit and measure. Because of that, the current work proposes to measure students’ maturity by three different proxies: the ages when children begin to read and write, the bimester of birth and grade retention. To perform this analysis, a representative sample of primary (age 11–12) and secondary education (age 15–16) Andalusian students (the most populated region in Spain) was used. Our results have shown the unsuitability of the bimester of birth and the ages when children begin to read and write as instruments for grade retention, which supports that the three measure different dimensions of students’ maturity. In addition, results show that an early beginning in reading and writing positively associates with students’ academic achievement

Art · Developmental psychology · Humanities · Maturity (psychological · Coronary Artery Anomalies · Educational Outcomes and Influences · Psychology · Reading and Literacy Development

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Open DOIOpen Access