@article{75e5f0cbf596403ea1417de3eeba2977,
title = "Daily links between Latinx siblings{\textquoteright} relationship qualities and mood",
abstract = "This study examined daily links between sibling warmth and negativity and positive and negative mood in middle childhood and the moderating role of enculturation. Participants were 326 Latinx children from 163 families in the United States (Mage = 10.63 and 8.58 years for older and younger siblings, 48.5% female, 89.3% Mexican-origin). Children reported their days{\textquoteright} experiences during seven nightly phone interviews conducted in 2018–2019. Multilevel analyses revealed within-person, positive associations between daily sibling warmth and positive mood (Formula presented.), and sibling negativity and negative mood (Formula presented.). Moreover, for more enculturated children, odds of positive mood were lower on days when they experienced more sibling negativity than usual. Findings document the significance of Latinx children's daily sibling experiences.",
author = "Hochgraf, {Anna K.} and Daye Son and Updegraff, {Kimberly A.} and McHale, {Susan M.} and Uma{\~n}a-Taylor, {Adriana J.}",
note = "Funding Information: This study was funded by a grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01‐HD093649) to Kimberly A. Updegraff and Adriana J. Uma{\~n}a‐Taylor (MPIs) and by the Cowden Endowment to the School of Social and Family Dynamics at Arizona State University. The authors are grateful to the participating schools and families in the Mesa Public Schools, to the Mesa Schools Department of Research and Evaluation, the undergraduate assistants, doctoral students (Karina M. Cahill, Julissa Duran, Annabella M. Gallagher, August Jenkins, Xiaoran Sun, and Yuchen Yang), coordinators (Tina Hoy, Valerie Salcido, and Laura Trakal), and faculty collaborators (Mark E. Feinberg and Damon Jones) for their help in conducting this study. Funding Information: This study was funded by a grant from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01-HD093649) to Kimberly A. Updegraff and Adriana J. Uma{\~n}a-Taylor (MPIs) and by the Cowden Endowment to the School of Social and Family Dynamics at Arizona State University. The authors are grateful to the participating schools and families in the Mesa Public Schools, to the Mesa Schools Department of Research and Evaluation, the undergraduate assistants, doctoral students (Karina M. Cahill, Julissa Duran, Annabella M. Gallagher, August Jenkins, Xiaoran Sun, and Yuchen Yang), coordinators (Tina Hoy, Valerie Salcido, and Laura Trakal), and faculty collaborators (Mark E. Feinberg and Damon Jones) for their help in conducting this study. Publisher Copyright: {\textcopyright} 2022 The Authors. Child Development {\textcopyright} 2022 Society for Research in Child Development.",
year = "2022",
month = sep,
day = "1",
doi = "10.1111/cdev.13777",
language = "English (US)",
volume = "93",
pages = "1444--1457",
journal = "Child development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "5",
}