Implications of COVID-19 School Closures for Sibling Dynamics Among U.S. Latinx Children: A Prospective, Daily Diary Study

Xiaoran Sun; Kimberly A. Updegraff; Susan M. McHale; Anna K. Hochgraf; Annabella M. Gallagher; Adriana J. Umaña-Taylor

doi:10.1037/dev0001196

Implications of COVID-19 School Closures for Sibling Dynamics Among U.S. Latinx Children: A Prospective, Daily Diary Study

Xiaoran Sun, Kimberly A. Updegraff, Susan M. McHale, Anna K. Hochgraf, Annabella M. Gallagher, Adriana J. Umaña-Taylor

Research output: Contribution to journal › Article › peer-review

15 Scopus citations

Abstract

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; M_age = 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.

Original language	English (US)
Pages (from-to)	1708-1718
Number of pages	11
Journal	Developmental psychology
Volume	57
Issue number	10
DOIs	https://doi.org/10.1037/dev0001196
State	Published - 2021
Externally published	Yes

Bibliographical 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. Umaña-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, the undergraduate assistants, doctoral students (Daye Son, Karina Cahill), coordinators (Laura Trakal, Valerie Salcido, Tina Hoy), and faculty collaborators (Mark Feinberg, Damon Jones) for their help in conducting this study. Xiaoran Sun was supported by the Stanford Data Science Scholarship. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We have no known conflict of interest to disclose

Publisher Copyright:
© 2021 American Psychological Association

Keywords

COVID-19 school closure
Latinx children
enculturation
family resources
sibling dynamics

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10.1037/dev0001196

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title = "Implications of COVID-19 School Closures for Sibling Dynamics Among U.S. Latinx Children: A Prospective, Daily Diary Study",

abstract = "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.",

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author = "Xiaoran Sun and Updegraff, {Kimberly A.} and McHale, {Susan M.} and Hochgraf, {Anna K.} and Gallagher, {Annabella 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, the undergraduate assistants, doctoral students (Daye Son, Karina Cahill), coordinators (Laura Trakal, Valerie Salcido, Tina Hoy), and faculty collaborators (Mark Feinberg, Damon Jones) for their help in conducting this study. Xiaoran Sun was supported by the Stanford Data Science Scholarship. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We have no known conflict of interest to disclose Publisher Copyright: {\textcopyright} 2021 American Psychological Association",

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Implications of COVID-19 School Closures for Sibling Dynamics Among U.S. Latinx Children: A Prospective, Daily Diary Study

Abstract

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