Longitudinal Links between Older Sibling Features and Younger Siblings' Academic Adjustment during Early Adolescence

Autor/inn/en	Bouchey, Heather A.; Shoulberg, Erin K.; Jodl, Kathleen M.; Eccles, Jacquelynne S.
Titel	Longitudinal Links between Older Sibling Features and Younger Siblings' Academic Adjustment during Early Adolescence
Quelle	In: Journal of Educational Psychology, 102 (2010) 1, S.197-211 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0017487
Schlagwörter	Siblings; Early Adolescents; Academic Achievement; Student Adjustment; Longitudinal Studies; Learner Engagement; White Students; African American Students; Sex; Prediction; Self Concept; Socialization; Role Models; Race; Statistical Analysis + Suchen Sie Ihr Suchwort? Sibling; Geschwister; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; African Americans; Afroamerikaner; Geschlecht; Geschlechtsverkehr; Vorhersage; Selbstkonzept; Socialisation; Sozialisation; Identifikationsfigur; Rasse; Abstammung; Statistische Analyse
Abstract	This study investigated prospective relations between older siblings' support and academic engagement and younger siblings' academic adjustment from 7th to post-8th grade. The study was unique in that it incorporated a sample of both African American and European American adolescents. Also investigated was the extent to which the gender constellation (same sex vs. mixed sex) of sibling dyads moderated prospective associations. Findings revealed that, in mixed-sex dyads only, younger siblings' perceptions of support received from the older sibling and their positive image of the older sibling predicted declines in the younger siblings' academic self-perceptions and performance over time, even after controlling for younger siblings' background characteristics and support from parents. Older siblings' reported support to younger siblings also predicted declines in younger siblings' academic adjustment, whereas the older siblings' own level of academic engagement predicted an increase in younger siblings' academic adjustment over time. Overall, findings did not differ substantially for African and European American adolescents. (Contains 5 tables and 2 figures and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10