Temperament and sibling relationships: The mediating effect of social competence and behavior
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Temperament and sibling relationships: The mediating effect of social competence and behavior Guoying Qian 1
&
Xin Chen 2 & Suo Jiang 3 & Xianmei Guo 4 & Li Tian 5 & Gang Dou 6
Accepted: 18 September 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract We investigated sibling relationships, temperament, and social competence and behavior of first-born and second-born children in China. A total of 212 Chinese children (M = 4.52, SD = .88) completed Sibling Relationships Scale, Temperament Scale, and Social Competence and Behavior Evaluation Scale. The results indicated that (1) for the first-born children, temperament subscales were positively related to their social competence and behavior, but had nothing to do with their sibling relationships, and children’s sibling relationships were not significantly associated with their social competence and behavior; (2) for the second-born children, there was a fully mediating effect of implicit behavioral problems and explicit behavioral problems between emotionality of temperament and sibling warmth. The implications of the study were discussed. Keywords First-born preschool children . Second-born preschool children . Sibling relationships . Temperament . Social competence and behavior
With the implementation of China’s current two-child policy, more and more families have two children, and it has seen an increasing number of news reports concerning the fighting between the first child and second one. The sibling relationships, for most people the longest relationships they experience, beginning with the birth of themselves or their sibling and ending when one of them dies (Noller, 2005). Siblings spend more time together than with their parents, which plays an important role in the development of individuals (Chen, 2018; Conger and Kramer, 2010; McHale, Updegraff and Whiteman, 2012). In childhood and adolescence, siblings
* Guoying Qian [email protected] 1
College of Preschool Education, Capital Normal University, No. 5, North Third Street, Fucheng Road, Haidian District, Beijing 100048, China
2
Anhuali No.2 Kindergarten, Beijing 100011, China
3
Department of Applied Psychology, College of Psychiatry, Wenzhou Medical University, Wenzhou 325035, China
4
First Kindergarten of Xi’an Gaoxin, Xi’an 710075, China
5
School of Psychology, Capital Normal University, Beijing 100037, China
6
School of Education, HuBei University of arts and science, Xiangyang 441053, China
regard each other as a companion, friend and role model (Dunn, 2007); in adulthood, it serves as a source of support (Connidis and Campbell, 1995). In addition, some models, including attachment theory (Bowlby, 1969), social learning theory (Bandura, 1977), and ecosystem theory (Bronfenbrenner, 1989), emphasized the role that sibling relations play in shaping children’s development. There are many factors associated with the sibling relationships, which can be divided into two levels, individual level and familial level (e.g., the familial environment and the pare
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