Parenting, self-regulation, and sibling relationship dynamics in early childhood

Abstract

Objective

This study examined the associations between mothers' support of children's basic psychological needs (e.g., autonomy, competence, and relatedness) and children's sibling relationship quality in early childhood. We also examined the mediating role of older siblings' self-regulation among these associations.

Background

According to self-determination theory (SDT; Deci & Ryan, 2000), autonomy, competence, and relatedness are fundamental psychological necessities that support children's socioemotional well-being and social relationship qualities.

Method

Our knowledge of how these family processes operate, however, is unclear, especially among families with young children (aged ≤6 years). The study involved 275 Latina, non-Hispanic Black, or non-Hispanic White mothers in the United States. They were asked to report their levels of support for children's basic needs, self-regulation, and sibling relationship qualities.

Results

Mothers' support of children's competence and relatedness, but not autonomy, was positively related to children's positive involvement with their younger siblings. However, mothers' support of autonomy, competence, and relatedness was unassociated with children's sibling rivalry. Further, older siblings' self-regulation mediated the positive association between mothers' support for children's autonomy and sibling positive involvement. Older siblings' self-regulation did not mediate the associations between mothers' support for children's relatedness or competence and their positive sibling involvement.

Conclusion

Both maternal support for basic psychological needs and older siblings' self-regulation may contribute to positive sibling relationships in early childhood.

Implications

Our findings inform practitioners, educators, and caseworkers that interventions enhancing children's self-regulation may foster positive sibling relationships in early childhood.