Poster #41 - Daily Associations Between Emotions and Interactions Between Siblings in Middle Childhood

• In Event: Poster Session 03

Abstract

Young siblings interact daily, and these interactions can range from intense arguments to
loving exchanges, yet research on daily patterns of interaction between siblings is lacking
(although see Hochgraf et al., 2022). Furthermore, previous research has tended to focus on
negative emotions and interactions (e.g., Raffaelli, 1992), but less work has documented positive
exchanges and emotions in sibling relationships (see Kramer, 2010). This study sought to assess
whether specific types of interactions are associated to positive and negative feelings with a
sibling, and if overall perceptions of relationship quality moderate these associations. We
examined daily sibling interactions using a diary approach; specifically, we examined self-
reports of positive (e.g., having fun, playing) and negative (e.g., fighting, bothering each other)
interactions and their links to positive (i.e., happy, loved) and negative (i.e., mad, sad) feelings
with a sibling on the same day. Associations between daily measures and a global questionnaire-
based assessment of sibling relationship quality were also investigated. Thirty-six sibling dyads
consisting of two children between the ages of 7 and 11 years old (M older = 10.9 years old, M younger
= 8.42 years old) completed nine days of daily diaries targeting daily positive and negative
interactions, as well as their different feelings with their sibling that day (e.g., Did you feel mad
when you were with your sibling today?). Older and younger siblings also completed The
Affective Relationship Scale (Ross et al., 2005), which assessed overall perceptions of
relationship positivity (e.g., “My sibling is mean to me” (reverse scored), “I am nice to my
sibling”) with higher scores indicating a more positive relationship (α = .93 for composite score).
GLMMs were run separately to examine daily reports by the older and younger sibling. Results
indicated that on any given day, when children reported positive interactions with their sibling,
they also reported more positive emotions (but not fewer negative emotions). Additionally, when
children reported a more positive relationship overall, they also reported more positive daily
feelings with their sibling (Table 1). Conversely, on days when children reported more negative
interactions, they also reported more negative emotions with their sibling, and this was
particularly in the absence of positive interactions for younger siblings (Table 2). However,
sibling relationship quality did not moderate these links. While causality cannot be inferred from
these analyses, this study helps to elucidate associations between daily sibling interactions and
the emotional tenor of children’s exchanges and can ultimately help to identify ways to promote
a warm sibling relationship. For example, if negative interactions are consistently being reported,
sibling exchanges may also involve more negative emotions, which can lead to possible negative
long-term consequences (e.g., depression; Dirks et al., 2015). On the other hand, it may also be
the case that children’s negative feelings can precipitate more negative interactions. More
support for the child is needed to then foster a warmer, more caring sibling relationship. Overall,
describing daily patterns of sibling interactions and their relationships to affective processes
contributes to scholarship that aims to chart the features of positive sibling relationships.

Authors

• Christine Kinsley, Concordia University
  Presenting Author

• Holly E Recchia, Concordia University

• Melanie A Dirks, McGill University