Sibling Effects on School Achievement: Evidence From Two Large French Cohorts

Author:

Gurgand Lilas1ORCID,Peyre Hugo123,Ecalle Jean4,Fischer Jean‐Paul5ORCID,Ramus Franck1ORCID

Affiliation:

1. Laboratoire De Sciences Cognitives Et Psycholinguistique, Département d'Etudes Cognitives, Ecole Normale Supérieure, EHESS, CNRS PSL University

2. Autism Reference Centre of Languedoc‐Roussillon CRA‐LR, Excellence Centre for Autism and Neurodevelopmental disorders CeAND Montpellier University Hospital, MUSE University

3. CESP, INSERM U1178 Centre de recherche en Épidémiologie et Santé des Populations

4. Laboratoire EMC Etude des Mecanismes Cognitifs (EA 3082)—MSH LSE USR CNRS 2005—Universite Lyon 2

5. 2LPN Laboratory University of Lorraine

Abstract

AbstractWe studied the effect of the number and characteristics of siblings (sex, age) on school achievement in several grades (kindergarten, first grade, and fifth grade), in two large French cohorts, with more than 16,000 children. Running linear mixed‐effects models, we find that, independently of socioeconomic status, having more siblings is negatively associated with school achievement. We found a stronger negative association between the number of siblings and the achievement in older compared to younger siblings. This finding is in line with the resource dilution model, where families with more children have fewer resources available per child, but contradicts the confluence model (i.e., a child's intellectual ability is influenced by the average intellectual ability in the family). The negative association between the number of siblings and achievement was moderated by family income, with weaker effects in wealthier families.

Funder

Agence Nationale de la Recherche

Publisher

Wiley

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