Table 4.
Younger sibling’s perceptions of older sibling characteristics and sex composition of dyad as predictors of younger sibling’s academic adjustment following the 8th grade.
| Younger Sibling’s Academic Adjustment |
||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Importance of School |
Academic Self-Concept |
GPA |
||||||||||
| Construct/Variables | β |
Δ R2 |
R2Adj |
pR2 |
β |
Δ R2 |
R2Adj |
pR2 |
β |
Δ R2 |
R2Adj |
pR2 |
| Step 1. Control Variables (7th grade) | ||||||||||||
| YS Gender | .23*** | −.01 | .21** | |||||||||
| YS Ethnicity | .13* | .06 | −.19** | |||||||||
| Parental Education | .15* | .21** | .31*** | |||||||||
| Parental Support | .17** | .26*** | .07 | |||||||||
| .10 | .10 | .18 | ||||||||||
| Step 2. Stability Coefficient (7th grade) | .24*** | .05*** | .15 | .41*** | .16*** | .26 | .42*** | .15*** | .33 | |||
| Step 3. Predictors (7th grade) | ||||||||||||
| Support from OS | −.16* | −.14* | −.08 | |||||||||
| Image of OS | .06 | .02 | .02 | |||||||||
| Sex Composition of Dyad | −.02 | .02+ | .16 | .09 | .02+ | .27 | −.03 | .01 | .33 | |||
| Step 4. Interaction Term | ||||||||||||
| Support × Sex Composition | .14* | .16** | .05 | |||||||||
| Image × Sex Composition | .09 | .04 | .18*** | |||||||||
| Support × Image | −.18** | .05** | .20 | .08 | −.10 | .03* | .29 | .07 | −.07 | .03* | .35 | .05 |
Note. YS = younger sib, OS = older sib. β’s are standardized coefficients at variable’s entry into the equation. R2Adj = adjusted R-square. pR2 = proportion of residual variance after Step 2 accounted for by next statistically significant step (see Cohen et al., 2003).
***
p < .001,
**
p < .01,
*
p ≤ .05,
+
p < .10