Relative Age Effects: Implications for Leadership Development
Bibliographic record
Abstract
Relative age effects (RAEs) have been widely studied in the contexts of education and sport over the past 25 years. The RAE phenomenon is concerned with identifying age (dis)advantages relative to other children within a pre-defined age group. While intended to promote equality and fairness through the maintenance of general developmental similarities (e.g., cognitive, physiological), age-based grouping policies common to most educational and sport development systems have had the unintended consequence of advantaging “relatively” older children, while disadvantaging those who are “relatively” younger within the same cohort. Differences in developmental outcomes as a result of relative age have been shown to persist throughout adulthood resulting in considerable long-term social, emotional, and economic benefits (or detriments). The purpose of this review paper is to introduce readers to the RAE phenomenon, explore its underlying causes, examine its short- and long-term discriminatory effects, and provide directions for future research in this area, particularly as they pertain to leadership development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".