2015

The literature on relative age position effects is rather inconsistent. In this study we examined intra-classroom age position (or relative age) effects on Dutch adolescents’ school progress and performance (as rated by teachers), physical development, temperamental development (fear and frustration), and depressive symptoms, all adjusted for age at the time of measurement. Data were derived from three waves of Tracking Adolescents' Individuals Lives Survey (TRAILS) of 2230 Dutch adolescents (baseline mean age 11.1, SD = 0.6, 51% girls). Albeit relative age predicted school progress (grade retention ORs = 0.83 for each month, skipped grade OR = 1.47, both p<.001), our key observation is the absence of substantial developmental differences as a result of relative age position in Dutch adolescents with a normative school trajectory, in contrast to most literature. For adolescents who had repeated a grade inverse relative age effects were observed, in terms of physical development and school performance, as well as on depressive symptoms, favoring the relatively young. Cross-cultural differences in relative age effect may be partly explained by the decision threshold for grade retention.

This study aimed to elucidate the longitudinal, bidirectional associations between stressful life events (SLEs) and adolescent temperament. Subsequently, the study investigated whether the effects of SLEs on future temperament were moderated by (a) a cumulative sensitivity gene index (b) the 5-HTTLPR (the polymorphism most consistently indicated as a sensitivity genotype) and (c) pre/perinatal risk. Data were used from TRAILS, a large population cohort of Dutch adolescents (n = 1475). Temperament was assessed at 11, 16 and 19 years. Data of SLEs that occurred between age 0–11, 11–16, and 16–19 were captured using interviews. The results indicated that SLEs and temperament traits are associated from childhood to adolescence and that the direction of the effects differed between temperament traits. Whereas SLEs were found to predict subsequent fear, SLEs were predicted by, but not predictive of, shyness and affiliation. For effortful control and frustration a fully reciprocal model was found. The cumulative sensitivity gene index, 5-HTTLPR and the pre/perinatal risk did not moderate the effects of SLEs on future temperament.

Temperamental differences are associated with subsequent stressful life events, a phenomenon that has in part been attributed to evocation. However, we remain ignorant about the mechanisms that mediate this process. In the current paper, we test whether differences in ‘perceived relationship affection’ accounted for part of the prospective association between temperament and stressful social event evocation in three social domains, viz. parents, peers and romantic partners. Data were derived from the Tracking Adolescents’ Individual Lives Survey, a large population cohort of Dutch adolescents (n = 1158). Parent–reported adolescent temperament and adolescent's perceived affection were assessed at age 11 years. Stressful social events that occurred between age 11 and 16 years were captured using the event history calendar. Results indicate that adolescents evoke subsequent stressful social events based on their temperament, and that this association is partially mediated by perceived affection. Importantly, we found evidence for both generic and domain–specific associations, which indicates that social domains are related yet distinct. Taken together, the findings suggest that a search for mediating variables may be a promising way to increase our understanding of the mechanisms that underlie the social stress selection principle, and that perceived relationship affection is one of the candidates. Copyright © 2015 European Association of Personality Psychology