Implications of COVID-19 School Closures for Sibling Dynamics among U.S. Latinx Children: A Prospective, Daily Diary Study

Autor/inn/en	Sun, Xiaoran; Updegraff, Kimberly A.; McHale, Susan M.; Hochgraf, Anna K.; Gallagher, Annabella M.; Umaña-Taylor, Adriana J.
Titel	Implications of COVID-19 School Closures for Sibling Dynamics among U.S. Latinx Children: A Prospective, Daily Diary Study
Quelle	In: Developmental Psychology, 57 (2021) 10, S.1708-1718 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Xiaoran) ORCID (Gallagher, Annabella M.) ORCID (Umaña-Taylor, Adriana J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001196
Schlagwörter	COVID-19; Pandemics; School Closing; Sibling Relationship; Hispanic American Students; Multiple Regression Analysis; Socioeconomic Status; Family Size; Acculturation; Elementary School Students; Arizona + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Sibling relations; Geschwisterbeziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Familiengröße; Akkulturation
Abstract	This study aimed to illuminate the implications of COVID-19 school closures for sibling dynamics among Latinx school-age children in the U.S. and to examine family and cultural factors that may have conditioned school closure effects. Data came from an ongoing study of Latinx families in Arizona that collected home visit and survey data prepandemic (fall 2019; T1) and daily diary data during the outbreak (February to May 2020; T2). The analyses focused on 215 Latinx children (47% female; M[subscript age] = 9.72, SD = 1.22; 88% Mexican-origin) from 116 families (T1 family income median = $27,600, SD = $24,421). Multilevel tobit regression models were estimated to examine associations linking both T2 school closure and number of days since school closure with daily sibling positivity and negativity. The models also tested moderation effects of T1 family socioeconomic status, sibship size, child enculturation, and prior sibling positivity and negativity on these associations. Results showed that, although main effects of school closure on sibling dynamics were nonsignificant, school closure was linked to more sibling positivity in families with more children and among more enculturated children, and days since school closure was linked to more sibling positivity in families with more children and to lower sibling negativity among those with less prepandemic sibling negativity. Findings highlight differentiated effects of COVID-19 school closures on sibling dynamics among Latinx children whose families have been disproportionally affected by the COVID-19 pandemic, illuminate the role of Latinx family cultural strengths, and have implications for intervention programs and public policies. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01