Journal article
Age relative to school class peers and emotional well-being in 10-year-olds
Shuntaro Ando, Satoshi Usami, Tetsuya Matsubayashi, Michiko Ueda, Shinsuke Koike, Syudo Yamasaki, Shinya Fujikawa, Tsukasa Sasaki, Mariko Hiraiwa-Hasegawa, George Patton, Kiyoto Kasai, Atsushi Nishida
PLOS ONE | PUBLIC LIBRARY SCIENCE | Published : 2019
Abstract
PURPOSE: The aim of this study was to investigate the effect of age relative to school (i.e., class or grade level) peers on emotional well-being and the role of possible mediators of this effect in early adolescence using a large set of individual-level data from a community survey. METHODS: A large community-based survey of 10-year-old children and their primary parents was conducted in Tokyo, where the school entry cutoff date is fixed. Emotional well-being was assessed by the WHO (Five) Well-Being Index (WHO-5). Academic performance and the experience of being bullied at school were also evaluated as potential mediators of the effect of relative age. RESULTS: A total of 4,478 children pa..
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Awarded by Ministry of Education, Culture, Sports, Science and Technology of Japan
Awarded by JSPS KAKENHI
Funding Acknowledgements
This work was supported by Grant-in-Aid for Scientific Research on Innovative Areas (23118002 and 20616784 & 16H01689; Adolescent Mind & Self-Regulation) from the Ministry of Education, Culture, Sports, Science and Technology of Japan. This study was also supported by JSPS KAKENHI Grant Numbers JP16H06395, 16H06398, 16H06399, 16K21720, and 17H05931. Further, this work was supported in part by UTokyo Center for Integrative Science of Human Behavior.This work was supported by Grant-in-Aid for Scientific Research on Innovative Areas (23118002 and 20616784 & 16H01689; Adolescent Mind & Self-Regulation) from the Ministry of Education, Culture, Sports, Science and Technology of Japan. This study was also supported by JSPS KAKENHI Grant Number JP16H06395, 16H06398, 16H06399, 16K21720, and 17H05931. Further, this work was supported in part by UTokyo Center for Integrative Science of Human Behavior.