Effect of birth month on educational attainment and adult cognition in Rural China

Abstract

AbstractThe association of season of birth with cognitive development, academic performance and educational attainment has been well documented in western countries. However, little research has been conducted in developing countries to examine the seasonality of cognitive achievement. In this study, we analyzed data of a nationally representative sample of over 8500 rural adults born in the 1960s and early 1970s from the 2010 China Family Panel Studies survey. The results of logistic regression models demonstrate a significant association of birth month with educational attainment even with relevant individual and parental information controlled. Specially, we found that rural respondents born in the months of March and April are much less likely to obtain a high school degree than those born late in the year from October to December. The seasonal pattern is also found to significantly affect current cognitive achievements of the respondents even after their educational attainment and family social economic conditions are taken into account. Finally, we discussed the merits of age position theory and fetal origin interpretation as potential mechanisms for the seasonal pattern of education attainment, and suggest that seasonal changes of nutritional intake for pregnant mothers are the most likely cause.