TY - JOUR
T1 - Implications of COVID-19 School Closures for Sibling Dynamics Among U.S. Latinx Children
T2 - A Prospective, Daily Diary Study
AU - Sun, Xiaoran
AU - Updegraff, Kimberly A.
AU - McHale, Susan M.
AU - Hochgraf, Anna K.
AU - Gallagher, Annabella M.
AU - Umaña-Taylor, Adriana J.
N1 - Publisher Copyright:
© 2021 American Psychological Association
PY - 2021
Y1 - 2021
N2 - 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; Mage = 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.
AB - 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; Mage = 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.
KW - COVID-19 school closure
KW - Latinx children
KW - enculturation
KW - family resources
KW - sibling dynamics
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U2 - 10.1037/dev0001196
DO - 10.1037/dev0001196
M3 - Article
AN - SCOPUS:85120849553
SN - 0012-1649
VL - 57
SP - 1708
EP - 1718
JO - Developmental psychology
JF - Developmental psychology
IS - 10
ER -