Sibling Variable Correlates of Children's Academic Achievement

Family-Group Differences

Dados Bibliográficos

ID13673166
AutoresKevin Marjoribanks (The University of Adelaide, autor correspondente)
Ano1990
Volume67
Fascículo1
Páginas147-154
Data de publicação1990-08-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychological Reports (JOURNAL)
Identificadores do periódicoISSN: 0033-2941 • E-ISSN: 1558-691X
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1990.67.1.147
PMID2236392
OpenAlexW1988239973
IdiomaEN
Citações recebidas2
Referências citadas10

The study examined the proposition that relationships among sibling variables, intellectual ability, and academic achievement vary for children from different family-environment groups. Data were collected from 900 11-yr.-old Australian children and their parents. In the analysis, the children were classified into four family contexts that were defined conjointly by family social status and parents' academic socialization. Within each family group, regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear associations among the variables. The results suggested the general proposition that within the family-environment groups, sibling variables were not related to academic achievement at different levels of children's ability. However, the findings indicated that there were variations to this general proposition. Indeed, there were a number of complex associations between the sibling variables and children's academic achievement in the different family-environment groups

Academic achievement · Developmental psychology · Proposition · Regression analysis · Sibling · Socialization · Statistics · Intergenerational and Educational Inequality Studies · Mathematics · Parental Involvement in Education · Poverty, Education, and Child Welfare · Psychology · Social Psychology