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Sibling support in early adolescence: Buffering and compensation across relationships

2005; Taylor & Francis; Volume: 2; Issue: 3 Linguagem: Inglês

10.1080/17405620544000048

1740-5629

Avidan Milevsky, Mary J. Levitt,

Cognitive Abilities and Testing

Abstract The current study is an examination of how support from siblings relates to psychological adjustment and academic competence in early adolescence, with a focus on the buffering and compensatory effects of sibling support. Participants were 695 (357 female and 338 male) African-American, Hispanic-American and European-American students in grades 5 through 8. The age range was 11 to 15 (M = 12.69, SD = 1.12). Participants were interviewed in school regarding their social support in addition to their familial, economic and environmental risk, psychological wellbeing, and academic competence. Brother support was associated with more positive school attitudes and with higher self-esteem. Sister support buffered the relationship between ecological risk and school adaptation. In terms of a compensatory effect, students under low mother support conditions receiving greater support from brothers exhibited higher school achievement. The current study highlights the importance of examining constellation variables as part of the broader interest in sibling relations. Additionally, the current study indicates that the variability in sibling relationships reported in the literature may be associated with developmental changes in these relationships. The potential benefits of sibling support warrant a closer examination of the wide-ranging issues involved in sibling relations. Notes This research was funded by a grant from The Spencer Foundation. Portions of this paper were presented at the meeting of the Society for Research in Child Development, Tampa, April, 2003. The authors thank Jerome Levitt, Noel Crooks, Gaston Bustos, Jennifer Santos, Paige Telan, Jennifer Hodgetts and all of the members of the Social Networks and School Adaptation Project team who contributed to this research effort. We also express our appreciation to the children, parents, and school personnel who gave us their co-operation and support throughout the project. Additional informationNotes on contributorsAvidan Milevsky This research was funded by a grant from The Spencer Foundation. Portions of this paper were presented at the meeting of the Society for Research in Child Development, Tampa, April, 2003. The authors thank Jerome Levitt, Noel Crooks, Gaston Bustos, Jennifer Santos, Paige Telan, Jennifer Hodgetts and all of the members of the Social Networks and School Adaptation Project team who contributed to this research effort. We also express our appreciation to the children, parents, and school personnel who gave us their co-operation and support throughout the project.