Effects of sibling relationships on elementary school children’s social–emotional competence: an analysis of China’s multi-child family structure

作者：Xiaoyan Zhou, Mengna Yang, Lei Yu · 年份：2024 · DOI：10.22541/au.171004753.30536668/v1 · 研究领域：Cognitive Abilities and Testing、Child and Adolescent Psychosocial and Emotional Development

Sibling relationships’ effects on social–emotional competence were investigated among elementary school children experiencing changing family structures. The study involved 965 students (ages 10–12 years; 472 boys, 503 girls; N5th grades = 510, N6th grades = 465) in a developed province in China. Sibling relationships and social–emotional competence showed a significant positive association. Sibling rivalry, conflict, and power contrast hindered children’s self-awareness, decision making, and interpersonal skills. Positive sibling relationships (e.g., sibling intimacy) were positively correlated with and predictive of social–emotional competence in children from multi-child families. Sibling intimacy best explained children’s social–emotional competence and predicted the development of social–emotional competence dimensions. Sibling intimacy aspects—pro-sociality, affect, companionship, and admiration—primarily predicted social–emotional competence.