Abstract
Longitudinal data from 240 female and 260 male Australians were used to examine relationships among birth order, sibsize, and adolescents’ perceptions of family learning environments after taking into account the correlation of intellectual ability and social status on those perceptions. For the analysis, regression models were investigated that included terms to test for possible linear, interaction and curvilinear relationships. The findings provided tentative support for the sibling dilution theory, that is, after accounting for the effects of children's ability and family social status, the sibling variables continued to have some modest associations with the adolescents’ perceptions of their parents’ support for learning.
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