Interpersonal relations of schoolchildren with different sibling position

Introduction: Building interpersonal relationships is an important part of development and socialization in childhood. The study of interpersonal relationships with respect to sibling positions will provide knowledge essential for an individual approach to the student. The ways of building interpersonal relationships change with time, as do the depth and significance of the relationships themselves. In this regard, the age factor is of particular interest and is considered a novelty in this study. Aims: this study was aimed at identifying the features of interpersonal relations among schoolchildren of different ages with different sibling positions. Materials and methods. An empirical study took place at secondary school No. 7 in Irkutsk. The study involved 149 schoolchildren (27: 10th grade, 49: 7th grade, and 73: 4th grade). At each age group, the sample was divided with respect to sibling positions (only, oldest, middle, and youngest). The following methods were used for adolescents: A. Rukavishnikov and V. Schutz’s questionnaire of interpersonal relations; L. Sobchik’s method for the assessment of interpersonal relations; and express diagnostics of social isolation (N. Russell and M. Ferguson). For younger students, Q-sorting and the “My Class” method were used. Statistical processing was performed with Fisher's transformation and the Mann-Whitney U-test. Results. At primary school age, middle children more often do not accept social, moral, and ethical group standards, are not prone to submission, and show cheerfulness and liveliness in communication. When it comes to the youngest sibling position, the characteristics of independence are less pronounced than others, and such children are less likely to defend their views. Among only children, a tendency to moderate sociability is expressed. During adolescence, middle children are more likely to establish close relationships, while the youngest ones are more cautious about this. Middle children are more eager to be accepted and more likely to feel frustrated in trusting relationships. The youngest children, more than others, do not accept control over themselves. Only children are more likely to show shyness and take on other people's responsibilities. Conclusion. The stability of some and the variability of other features of interpersonal relations were revealed in younger schoolchildren and adolescents with respect to their sibling position. Middle children differ from the rest largely, and their results are more variable with age. Only children show the greatest stability in the parameters under study.