Comparing Children With Siblings

Words: 1573
Pages: 7
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Selena K. Largo
PSY 302-001
Final Grant Project
25 April 2018

Only-Children vs Children With Siblings: the Difference in Educational Achievement
Introduction
Previous research based on only children (singletons) and children with siblings tend to focus on comparing the social competence and social behavioral quality of each group (Kitzmann, Cohen, Lockwood, 2002). Prior research findings by Kitzmann, Cohen, and Lockwood (2002) suggest that some of these qualities seem to be affected by whether a child has a sibling or not. For singletons, results of self-social competence was similar to the results of children with siblings, and did not seem to be affected by not having a sibling. Whereas negative social behaviors in a classroom (aggressive-disruptive …show more content…
Thus, preparing the children with some beneficial social behavior methods for later use with non-related peers. Although, these results were only seen to be relevant at young ages; as these children grew older, the sociability of singletons matured to be similar in quality to the children with siblings. Regardless of children with siblings to have an upper-hand earlier in life with enhanced sociability, are they likely to to also do better than singletons in terms of educational achievement? According to Falbo (1977), only children have a number of positive attributes that are distinct from children with siblings. For example, Falbo believes that only children tend to score higher in intellectual capacity possibly due to their parents more focused …show more content…
We will be contacting the fifteen or sixteen year old freshmen participants’ guardians to inform and gather consent for the minor. Their submitted data that we have requested will allow us to maintain records for intended future surveying of the same individuals again and using the data to ultimately compare between groups. Students feedback from their survey will give us an idea of which group to categorize them in. Participants will first be categorized by existent or non-existent siblings reported while remaining in the same age criteria. The additional questions will be reviewed and will be categorized further based on their plans of pursuing higher education. Some probably confounds such as age and sibling size will be controlled for by asking the participants in the initial study and the follow-up studies what their status is for those variables. We will be asking information of highest educational achievement (any diploma or degrees that they have attained) to correlate this to the level of achievement. Though, we will not be requesting for documentation or proof of the diploma or degrees, so it will be self-reported. With this quantity and type of information that the participant give us, we believe there is minimal risk involved. The information we request are unobtrusive and
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