{"id":12057,"date":"2014-08-21T19:18:59","date_gmt":"2014-08-22T02:18:59","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/multimethod-comparison-of-similarity-in-school-adjustment-of-siblings-and-unrelated-children\/"},"modified":"2014-08-21T19:18:59","modified_gmt":"2014-08-22T02:18:59","slug":"multimethod-comparison-of-similarity-in-school-adjustment-of-siblings-and-unrelated-children","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/multimethod-comparison-of-similarity-in-school-adjustment-of-siblings-and-unrelated-children\/","title":{"rendered":"Multimethod comparison of similarity in school adjustment of siblings and unrelated children."},"content":{"rendered":"<p>Examined similarities among 45 sibling pairs in Grades 2-5 in their social and academic adaptation to the school setting.  Measures included teacher ratings and ranking of academic skills, social behavior, and peer acceptance; peer sociometric ratings; and direct observations on the playground with peers and in the classroom with teachers and peers. Comparisons were made with randomly selected, unrelated S pairs matched on sex, grade, and classroom. Significant correlations were found only among sibling pairs on peer ratings of social preference, teachers&#8217; judgments of academic competence, popularity, social behavior and school adjustment, positive behavior with peers on the playground, and teachers&#8217; disapproving behavior in the classroom. Results underscore the need for more multiagent and multimethod research on sibling concordant-discordant adjustment regardless of theoretical orientation.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_seopress_analysis_target_kw":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[591,100,362,1054,490],"research_type":[],"class_list":["post-12057","publication","type-publication","status-publish","hentry","publication_keyword-adjustment","publication_keyword-childhood","publication_keyword-development","publication_keyword-school-age-children","publication_keyword-siblings"],"acf":{"citation":"Lewin, M. L., Hops, H., Davis, B., & Dishion, T. J. (1993).  Multimethod comparison of similarity in school adjustment of siblings and unrelated children. <i>Developmental Psychology, 29<\/i>, 963-969.","publication_year":"1993","scientists":""},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/12057","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=12057"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=12057"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=12057"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}