The Impact of Emotion Regulation and Individual Traits on the Nature of the Next Older Sibling’s Relationships with Their Toddler/Infant Sibling

ABSTRACT

This research examined the role of self-regulation and other individual factors in the development of siblings’ relationships in a family construct when one of the children is under 5 years of age and their closest in age younger sibling is an infant or toddler. For this purpose, we recruited 85 families; the mother in each family completed the Sibling Inventory of Behavior (SIB) and emotional regulation questionnaires for the target (older) sibling. In addition, age and gender data on the children were collected. The results show that ambivalent relationships characterized siblings’ interactions in early childhood in this specific family constellation. Namely, the elder siblings expressed both friendship and rivalry toward the younger ones. Analysis of the association between behavioral expression trends and emotion regulation and background factors revealed that self-regulation is positively associated with tendencies toward friendship. However, increasing age of the oldest sibling was associated with reductions in the elder sib’s emotion regulation, subsequently hampering the development of friendship tendencies toward the younger sibling. Moreover, an association was observed between the age of the younger sibling and the tendencies toward friendship and rivalry. Furthermore, the age gap between the siblings impacted the direction of the relationship. Namely, increases in the age gap led to a reduction in both friendship and rivalry approaches. The conclusion of the study highlights the importance of accepting the ambivalent interaction of siblings and the need for parental involvement to facilitate the improvement of emotion regulation skills and the acquisition of strategies for solving problems in dispute situations for the child.

KEYWORDS:

• Siblings rivalry
• emotion regulation
• siblings
• social development
• friendship
• ambivalent relations

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Several goodness-of-fit indices were used to assess the fit of the theoretical model with the data: the SEM normed fit index (NFI), the comparative fit index (CFI), the standardized root mean square error of approximation (RMSEA), and the chi-square ratio divided by degrees of freedom (df) of the model (Kline, 2015).

Additional information

Notes on contributors

Edna Orr

Edna Orr, Head of the Quantitative Unit for Final project, M.Ed. and M.Ed Thesis supervisor at the Gordon Academy for Education in Haifa, Israel. Her research focuses on the cognitive development of infants and children. The essential cognitive skills that she explored pertain to play, language, early literacy, and school readiness, which were examined from a dynamic perspective that considers the ecological and personal factors involved in the developmental process. This inclusive trajectory seeks a better understanding of the mechanisms involved in development.

Gabriela Kashy-Rosenbaum

Gabriela Kashy-Rosenbaum, senior lecturer, head of the education track, in the multidisciplinary department at Ashkelon Academic College. Her research focuses on cyberbullying in social networks and its influence on children's and teenagers' well-being. She also studies infants' and children's cognitive abilities and 21st cognitive skills, which are manifested in free play and in computer games. She is an expert in advanced statistical analyses.

Ayelet Weinstock Lederberg

Ayelet Weinstock Lederberg has a Master's degree in teacher development for the instructional position. She serves as a research assistant and is an expert in data curation and analysis.