Marjoribanks K
University of Adelaide, Australia.
Psychol Rep. 1990 Aug;67(1):147-54. doi: 10.2466/pr0.1990.67.1.147.
The study examined the proposition that relationships among sibling variables, intellectual ability, and academic achievement vary for children from different family-environment groups. Data were collected from 900 11-yr.-old Australian children and their parents. In the analysis, the children were classified into four family contexts that were defined conjointly by family social status and parents' academic socialization. Within each family group, regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear associations among the variables. The results suggested the general proposition that within the family-environment groups, sibling variables were not related to academic achievement at different levels of children's ability. However, the findings indicated that there were variations to this general proposition. Indeed, there were a number of complex associations between the sibling variables and children's academic achievement in the different family-environment groups.
对于来自不同家庭环境群体的儿童而言，兄弟姐妹变量、智力能力和学业成绩之间的关系各不相同。数据收集自900名11岁的澳大利亚儿童及其父母。在分析中，这些儿童被分为四种家庭背景，这些背景是由家庭社会地位和父母的学业社会化共同定义的。在每个家庭组中，从包含用于解释变量之间可能的线性、交互和曲线关联的项的模型构建回归曲面。结果表明了这样一个总体命题：在家庭环境组中，在儿童能力的不同水平上，兄弟姐妹变量与学业成绩无关。然而，研究结果表明这一总体命题存在差异。事实上，在不同家庭环境组中，兄弟姐妹变量与儿童学业成绩之间存在许多复杂的关联。
