1. INTRODUCTION
METHODS
MEASURES
Family Interaction and Development Lab Presented to the National Conference on Undergraduate Research, Spokane, WA, April 18, 2015
and to the Midwest Psychological Association, Chicago, IL, April 30, 2015
DISCUSSION
Hierarchical Linear Regression
A series of hierarchical regressions were run to see if sibling-child
factors affected adjustment outcomes above and beyond parent-child
factors.
❖ Internalizing Model
➢Step 1: F(1, 2) = 2.73, p = .075; R² = .095
➢Step 2: F(1, 9) = 1.15, p = .352; R² = .186
➢Step 3: F(1, 17) = 1.79, p = .070; R² = .451
❖ Externalizing Model
➢Step 1: F(1, 2) = 2.79, p = .071; R² = .097
➢Step 2: F(1, 9) = 2.47, p = .022; R² = .331
➢Step 3: F(1, 17) = 2.40, p = .013; R² = .525
❖ Total Problems Model
➢Step 1: F(1, 2) = 3.52, p = .037; R² = .119
➢Step 2: F(1, 9) = 2.25, p = .035; R² = .311
➢Step 3: F(1, 17) = 2.21, p = .022; R² = .504
Fisher’s r to z
A Fisher’s r to z test was run to see whether same-sex sibling pairs
had more similar CBCL scores than mixed-sex sibling pairs.
❖ Internalizing: Same-Sex r = .495; Mixed-Sex r = .385
➢Fisher's r to z = .30, p = .382
❖ Externalizing: Same-Sex r = .388; Mixed-Sex r = .310
➢Fisher's r to z = .20, p = .421
❖ Total Problems: Same-Sex r = .413; Mixed-Sex r = .561
➢Fisher's r to z = -.43, p = .334
Independent Samples t-Test
An independent samples t-test was run to see whether sibling pairs with
a male older child had higher CBCL scores than pairs with a female
older child.
❖ Internalizing: Male: M = 52.06 (SD = 9.74); Female: M = 48.26 (SD = 10.70)
➢F(1, 41) = .096, t = 1.16, p =.758
❖ Externalizing: Male: M = 51.25 (SD = 10.43); Female: M = 49.33 (SD = 10.67)
➢F(1, 41) = .010, t = 0.57, p =.921
❖ Total Problems: Male: M = 50.25, SD = 10.43; Female: M = 47.67 (SD = 12.01)
➢F(1, 41) = .477, t = 0.72, p =.494
The Effects of Familial Relationships and Sibling Sex Composition
on Behavioral Adjustment in Middle Childhood
Elyse Pierce, Hamline University
Table 1. Hierarchical Linear Regression
RESULTS
Parent-child and sibling-child relationships provide the foundation
for children's socio-emotional development, which influences their
overall adjustment and the quality of their future relationships
(Bank, Burraston, & Snyder, 2004; Gaines et al., 1999). Positive
relationships are generally associated with positive outcomes, and
negative relationships are generally associated with negative
outcomes (Deater-Deckard, 2000; Williams et al., 2009).
Relationships within the family system (parent and sibling) can
affect children's development both alone and in synergistic
combination. In addition, the sex composition of the sibling pair has
been found to influence the quality of the sibling relationship
(Williams, Conger, & Blozis, 2007). Therefore, the current study
investigated the quality of the parent-child and the sibling-child
relationships and their influence on the internalizing and
externalizing behavioral outcomes of children. These relationships
were examined both alone and in combination to see which had
more influence on development. Further, various effects of sibling
sex composition were investigated as they intersected with the other
factors.
The Parent’s Feelings Questionnaire (PFQ; Deater-Deckard, 2000)
was used to assess the parent-child relationship along the dimensions of
Positivity and Negativity.
The Sibling Relationship Questionnaire (SRQ; Furman &
Buhrmester, 1985) was used to assess the sibling-child relationship
along the dimensions of Conflict, Warmth, Rivalry, and Power.
The Child Behavior Checklist (CBCL; Achenbach, 1991) was used to
assess developmental outcomes of children along the dimensions of
Internalizing, Externalizing, and Total Problems.
The Parent-Child Interaction System (PARCHISY; Deater-Deckard,
Pylas, & Petrill, 1997) was used to behaviorally code the parent-child
interactions along the dimensions of Positive Content, Negative
Content, Positive Affect, Negative Affect, and Responsiveness.
Jenga Behavioral Coding Scheme modified from Stocker, Dunn, &
Plomin’s 1989 study was used to behaviorally code the sibling-child
interactions along the dimensions of Conflict, Cooperation, Control,
and Competition.
Participants:
28 families from an ongoing longitudinal study that contained at
least 1 parent and 2 siblings ages 6-11 were used in the current
study.
❖Parental age M = 38.57 years (SD = 3.94)
❖Older Child age M = 9.54 years (SD = 1.73)
❖Younger Child age M = 7.54years (SD = 1.32)
❖Biological Relationship of Siblings: 60.7% full, 14.3% half,
3.6% step, 21.4% twins
❖Sibling Sex Composition: 32.1% male-male pairs, 25% female-
female pairs, 42.9% mixed sex pairs
Procedure:
Parents completed questionnaires assessing their feelings about
parenting their children, the quality of their children’s relationship
with each other, and the behavioral adjustment of their children.
Next the parent and each child engaged in two cooperative tasks
(Etch-A-Sketch and Marble Labyrinth), and then the parent and
both children played a competitive game (Jenga) as a group. All
interactions were digitally recorded to be behaviorally coded by
trained researchers.
❖These findings suggest that the sibling-child relationship does have
more influence on childhood developmental outcomes than the
parent-child relationship.
❖Higher measures of Child Age, PFQ Negativity, and Jenga Conflict
all predicted higher CBCL scores.
❖No sex composition effects were found in any analysis.
❖Overall, this study concludes that the higher the quality of both the
parent-child and the sibling-child relationship, the fewer behavioral
problems children display.