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Finance Academic Group - D'Amore-McKim School of Business

D'Amore-McKim's Finance faculty bring a wealth of professional expertise to the classroom and continue to break new ground in research and thought leadership in the areas of empirical corporate finance and investments.

Young athlete age groups in Britain set for controversial overhaul

Age-group change proposals in Britain lead to fierce debate

Last chance to apply for big job in Kilkenny GAA

Deadline for applications - Friday, October 7, 3pm

Big job opportunity in Kilkenny GAA

Kilkenny GAA are currently seeking a suitable candidate(s) to take up the role of Performance Lead (Performance Manager). The purpose of the role is to support ...

Performance Lead (Performance Manager) Kilkenny GAA

"Relative Age Effects on Academic Achievement in the First Ten Years of" by Myrto F. Mavilidi, Herbert W. Marsh et al.

The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results from the high-stake, Australia-wide National Assessment Program-Literacy and Numeracy tests in Years 3, 5, 7, and 9, controlling for demographic characteristics (gender, socioeconomic status, school type, and childhood cognition measured before the start of kindergarten). We evaluated how direct and mediated RAEs vary over the first 10 years of schooling for these longitudinal data. Results revealed significant RAEs in primary school years for both numeracy and literacy test outcomes. Effects were large in primary school years but declined in secondary school years. Although the direct effects of RAEs declined over time, there continued to be significant indirect effects over the whole 10-year period. RAEs in primary school had enduring effects that were mediated through the effects of earlier achievement. We juxtapose our results with previous RAE research on achievement and a range of other noncognitive outcomes where the RAEs are enduring into adolescence and even adulthood. We position our research within this broader research literature and discuss implications for educational policy, practice, theory, and future research.

Teachers can be influenced by children's PERSONALITIES when awarding grades

Teachers may tend to award higher grades to pupils with positive personality traits, new research has suggested. Academics from Queen's University in Belfast and Goldsmiths University of London were involved in the international project that found evidence that some teachers base grading decisions on more than actual academic ability. The research indicated that students perceived to be agreeable or conscientious were more likely to be treated favourably when it came to the allocation of grades. Teachers may tend to award higher grades to pupils with positive personality traits, new research has suggested (stock image) RELATIVE AGE EFFECT AND ITS IMPACT ON PUPILS 

Children born at the beginning of the academic year are more liked than their younger classmates

Experts surveyed 13,000 teenagers in England, Sweden and the Netherlands  They asked the teens to list the five most popular pupils in their class at school The team then compared popularity to the age of those students in the class First to age based on school year cut-off and relative to the average of the class They found that the oldest in any class were more likely to be more popular