ERIC Number: ED263477
Record Type: RIE
Publication Date: 1985-Aug
Reference Count: 0
A Comparison of Classroom Acceptance, Visibility, and Achievement between Siblings in Elementary School.
Draper, Dianne C.; Austin, Ann M. Berghout
Although it is inevitable that siblings who live in the same family and enter the same school can hardly avoid being measured with each other by peers, teachers, and parents, data on school-aged siblings is rare. To extend the knowledge of sibling relationships, the relationships of classroom acceptance, visibility, and academic achievement between siblings was examined in 105 sibling dyads, grades two through six, who were in the same elementary school at the same time. The sibling dyads were a subset of a larger school sample who had responded to a questionnaire designed to assess social acceptance and social impact. Sibling data from the questionnaire consisted of acceptance scores based on predominance of either acceptance or rejection responses from peers and social visibility scores based on the number of children who mentioned a given sibling either positively or negatively. These acceptance and visibility scores were correlated with composite achievement test scores. The results indicated that siblings in middle childhood had similar and highly correlated elementary classroom acceptance scores but dissimilar classroom visibility and academic achievement scores. For both visibility and achievement, younger siblings had significantly higher scores than did older siblings, suggesting that the higher achieving, younger siblings were more noticeable in the classroom but not necessarily accepted any differently from their older siblings. (Author/NRB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985).