. Author manuscript; available in PMC: 2011 Feb 1.

Published in final edited form as: J Educ Psychol. 2010 Feb 1;102(1):197–211. doi: 10.1037/a0017487

Table 3.

Intercorrelations among study variables by sibling dyad type.

Construct/Variable	1	2	3	4	5	6	7	8	9	10	11	12	13	14
Control Variables
1. YS Gender	----	−.13	−.01	−.02	−.01	.09	.02	.32	.04	.22	−.04	−.03	.18	.23
2. YS Race	.13	----	−.22	.17	.19	−.01	.20	−.17	.15	.02	.01	.02	−.22	−.36
3. Parental Education	−.02	−.18	----	−.02	−.16	.11	−.24	.09	.08	.19	.20	.27	.36	.40
4. Parental Support	.00	.17	−.05	----	.47	.25	.18	.01	.31	.34	.34	.34	.14	.15
Sibling Characteristics
5. YS Received Support	−.11	.19	.01	.46	----	.18	.31	−.04	.11	.10	.14	.15	−.02	−.03
6. YS Image of OS	−.29	−.02	.13	.33	.27	----	.01	.38	.15	.20	.10	.14	.17	.28
7. OS Report of Support	−.18	.20	−.11	.25	.43	.09	----	.03	−.15	−.26	−.02	−.15	−.12	−.29
8. OS Academic Engagement	−.32	.01	.27	.09	.10	.32	.06	----	.02	.11	.03	.05	.13	.24
YS Academic Adjustment
9. Importance of school (7^th)	.14	.00	.12	.24	.06	.04	−.16	.11	----	.33	.33	.27	−.01	.13
10. Importance of school (8^th)	.24	.21	.05	.05	−.15	−.02	−.10	.14	.28	----	.10	.46	.23	.37
11. Academic self-concept (7^th)	.05	.00	.11	.13	.11	.01	−.01	.13	.19	.36	----	.49	.25	.26
12. Academic self-concept (8^th)	.01	.05	.21	.11	−.12	.07	−.11	.23	.16	.46	.44	----	.23	.39
13. GPA (7^th)	.09	−.23	.34	−.13	.07	−.03	−.08	.06	.07	.03	.36	.14	----	.60
14. GPA (8^th)	.19	−.16	.30	−.02	−.04	−.09	.00	.24	.10	.20	.47	.38	.45	----

Note. Values above the diagonal represent correlations for same-sex dyads. Correlations below the diagonal are for mixed-sex dyads. For same-sex dyads,|.15| < |r| < |.23|, p < .05.|.23| < |r| < |.29|, p < .01. |r| > |.29|, p < .001. For mixed-sex dyads, |.17| < |r| < |.20|, p < .05.|.20| < |r| < |.30|, p < .01. |r| > |.30|, p < .001.

N’s range from 112 to 170, due to missing data.