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Effects of sibling relationships on elementary school children’s social–emotional competence: an analysis of China’s multi-child family structure
  • Xiaoyan Zhou,
  • Mengna Yang,
  • Yu Lei
Xiaoyan Zhou
Zhejiang Normal University College of Education

Corresponding Author:[email protected]

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Mengna Yang
Zhejiang Normal University College of Education
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Yu Lei
Chun Hui Primary School
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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.
28 Jan 2024Submitted to Infant and Child Development: prenatal, childhood, adolescence, emerging adulthood
29 Jan 2024Assigned to Editor
29 Jan 2024Submission Checks Completed
01 Feb 2024Reviewer(s) Assigned
04 Mar 2024Review(s) Completed, Editorial Evaluation Pending