Table 5.
Self-reported 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*** | .00 | .18** | |||||||||
| YS Ethnicity | .14* | .07 | −.20** | |||||||||
| Parental Education | .20** | .28*** | .32*** | |||||||||
| Parental Support | .15* | .20** | .10 | |||||||||
| .12 | .11 | .20 | ||||||||||
| Step 2. Stability Coefficient (7th grade) | .25*** | .06*** | .17 | .41*** | .16*** | .27 | .42*** | .15*** | .37 | |||
| Step 3. Predictors (7th grade) | ||||||||||||
| Support from OS | −.19** | −.15* | −.12+ | |||||||||
| OS Academic Engagement | .14* | .12* | .16** | |||||||||
| Sex Composition of Dyad | −.01 | .05** | .21 | .06 | .09 | .03* | .29 | .04 | .00 | .03* | .39 | .05 |
| Step 4. Interaction Term | ||||||||||||
| Support × Sex Composition | −.04 | .03 | −.08 | |||||||||
| Engagement × Sex Composition | −.08 | −.04 | −.03 | |||||||||
| Support × Engagement | −.03 | .01 | .20 | .07 | .01 | .28 | .00 | .01 | .39 | |||
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