PL EN


Journal
2014 | 4(129) | 21–35
Article title

Czy wielodzietność obniża osiągnięcia szkolne?

Title variants
Is a large family detrimental to academic performance?
Languages of publication
PL
Abstracts
PL
W celu odpowiedzi na tytułowe pytanie poddano analizie dane z reprezentatywnej próbki 4451 uczniów w wieku 17–18 lat ze wszystkich typów szkół ponadgimnazjalnych w Polsce, pochodzące z krajowego badania towarzyszącego badaniu PISA 2006. Pozycję ucznia w rodzinie charakteryzowały dwie zmienne: kolejność urodzenia i liczba młodszego rodzeństwa. Postawiono cztery hipotezy: (1) osiągnięcia szkolne silniej kontroluje kolejność urodzenia niż liczba młodszego rodzeństwa, a wraz z rosnącą kolejnością urodzenia maleją (2) osiągnięcia szkolne, (3) prawdopodobieństwo wyboru szkoły niekończącej kariery oświatowej i (4) orientacja na porządek dorosłych. Hierarchiczne analizy regresji potwierdziły wszystkie hipotezy.
EN
Data gathered in the country companion to PISA 2006 was analyzed to determine the influence of family size on educational performance. The representative sample consisted of 4451 pupils aged 17–18 from all types of secondary school in Poland. Two variables described a pupil’s position in the family: birth order and number of younger siblings. Four hypotheses were tested: (1) academic performance is more strongly determined by birth order than number of younger siblings and with increasing birth order there is a decrease in (2) performance, (3) the likelihood of choice of school which prepares for further education, and (4) orientation towards adult values. Hierarchical linear models confirmed the hypotheses.
Journal
Year
Issue
Pages
21–35
Physical description
Dates
published
2014-12-31
Contributors
  • Instytut Badań Edukacyjnych
References
  • Adams, R. L. i Phillips, B. N. (1972). Motivational and achievement differences among children of various ordinal birth positions. Child Development, 43(1), 155–164.
  • Adler, A. (1946). Psychologia indywidualna w wychowaniu. Przeł. M. Kreczowska. Kraków: Księgarnia S. Kamińskiego.
  • Adli, R., Louichi, A. i Tamouh, N. (2010).The sibling size impact on the educational achievement in France. Education Economics, 18(3), 331–348.
  • Becker, G. (1960). An economic analysis of fertility. W: Coale i in. (red.), Demographic and economic change in developed countries. (209–240). Princeton: Princeton University Press.
  • Black, S., Devereux, P. i Salvanes, K. (2005). The more the merrier? The effect of family size and birth order on children’s education. Quarterly Journal of Economics, 120(2), 669–700.
  • Blake, J. (1981). Family size and the quality of children. Demography, 18(4), 421–442.
  • Bonesrønning, H. i Massih, S. S. (2011). Birth order effects on young students’ academic achievement. Journal of Socio-Economics, 40(6), 824–832.
  • Breland, H. M. (1974). Birth order, family configuration, and verbal achievement. Child Development, 45, 1011–1019.
  • Buchmann, C. (2000). Family structure, parental perceptions and child labor in Kenya: what factors determine who is enrolled in school? Social Forces, 78(4), 1349–79.
  • Buckles, K. S. i Munnich, E. L. (2012). Birth spacing and sibling outcomes. The Journal of Human Resources, 47(3), 613–642.
  • Caceres-Delpiano, J. (2006). The impacts of family size on investment in child quality. The Journal of Human Resources, 41(4), 738–754.
  • Cheng, C-C. J., Wang, W-L., Sung, Y-T., Wang, Y-C., Su, S-Y. i Li, C-Y. (2013). Effect modification by parental education on the associations of birth order and gender with learning achievement in adolescents. Child: Care, Health & Development, 39(6), 894–902.
  • Desoete, A. (2008). Do birth order, family size and gender affect arithmetic achievement in elementary school? Electronic Journal of Research in Educational Psychology, 6(1), 135–156.
  • Downey, D. B. (1995). When bigger is not better: Family size, parental resources, and children's educational performance. American Sociological Review, 60(5), 746–761.
  • Ernst, C. i Angst, J. (1983). Birth order: its influence on personality. Berlin: Springer Verlag.
  • Falbo, T. (2012). Only children: an updated review. The Journal of Individual Psychology, 68(1), 38–49.
  • Federowicz, M. (red.). (2007). Umiejętności polskich gimnazjalistów. Warszawa: IFiS PAN.
  • Foster, J. W. i Archer, S. J. (1979). Birth order and intelligence: an immunological interpretation. Perceptual and Motor Skills, 48(1), 79–93.
  • Forma, P. (2011). Funkcjonowanie dziecka z rodziny wielodzietnej w szkole. Pedagogika Społeczna, 1, 83–102.
  • Ganzeboom, H. B. G., De Graaf, P. M. i Treiman, D. J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21(1), 1−56.
  • Gomes, M. (1984). Family size and educational attainment in Kenya. Population and Development Review, 10(4), 647–60.
  • Guo, G. i Van Wey, L. K. (1999). Sibship size and intellectual development: is the relationship causal? American Sociological Review, 64(2), 169–187.
  • Jæger, M. M. (2008). Do large sibships really lead to lower educational attainment? New evidence from quasi-experimental variation in couples’ reproductive capacity. Acta Sociologica, 51(3), 217–235.
  • Jodłowska, M. (1999). Obraz rodziny w opiniach dzieci z rodzin dysfunkcjonalnych. Komunikat z badań. Roczniki Socjologii Rodziny, 11, 183–195.
  • Kristensen, P. i Bjerkedal, T. (2007). Explaining the relation between birth order and intelligence. Science, 316(5832), 1717.
  • Knodel, J. i Wongsith, M. (1991). Family size and children’s education in Thailand: evidence from a national sample. Demography, 28(1), 119–131.
  • Kucharewicz, J. (2000). Zachowania asocjalne uczniów upośledzonych umysłowo na terenie szkoły (doniesienia wstępne z badań i obserwacji). Chowanna, 14(1), 45–51.
  • Makarewicz, J. (1996). Niektóre sposoby przeciwdziałania niepowodzeniom dzieci młodszych w kształceniu geometrycznym. W: E. Stucki (red.), Problemy innowacji w kształceniu i wychowaniu (s. 175–186). Bydgoszcz: WSP.
  • McAlister, A. i Peterson, C. C. (2006). Mental playmates: siblings, executive functioning and theory of mind. British Journal of Developmental Psychology, 24(4), 733–751.
  • Olneck, M. R. i Wolfe, B. L. (1980). Intelligence and family size: another look. The Review of Economics and Statistics, 62(2), 241–248.
  • Onabarniro, A. A., Ositoye, A. i Adeyemi, M. (2010). Influence and relationship of birth order and secondary school students’ academic achievement. Academic Leadership. The Online Journal, 8(4), 56–60.
  • Powell, B. i Steelman, L. C. (1990). Beyond sibship size: sibling density, sex composition, and educational outcomes. Social Forces, 69(1), 181–206.
  • Price, J. (2008). Parent-child quality time: does birth order matter? Journal of Human Resources, 43(1), 240–265.
  • Program Międzynarodowej Oceny Umiejętności Uczniów OECD PISA. Wyniki badania 2006 w Polsce. (2007). Warszawa: MEN.
  • Raudenbush, S. W. i Bryk, A. S. (2002). Hierarchical linear models. Applications and data analysis methods (wyd. 2). Thousand Oaks: Sage.
  • Rokicka, M. i Sztanderska, U. (2013). Cechy społeczno-ekonomiczne rodziny a ponoszenie wydatków na prywatne dobra i usługi edukacyjne. Edukacja, 117(1), 7–23.
  • Schubert, H. J., Wagner, M. E. i Schubert, D. S. (1983). Child spacing effects: a comparison of institutionalized and normal children. Journal of Developmental and Behavioral Pediatrics, 4(4), 262–264.
  • Silles, M. A. (2010). The implications of family size and birth order for test scores and behavioral development. Economics of Education Review, 29, 795–803.
  • Steelman, L. C. (1985). A tale of two variables: a review of the intellectual consequences of sibship size and birth order. Review of Educational Research, 55(3), 353–386.
  • Steelman, L. C. i Powell, B. (1985). The social and academic consequences of birth order: real, artifactual, or both? Journal of Marriage & Family, 47(1), 117–124.
  • Steelman, L. C., Powell, B., Werum, R. i Carter, S. (2002). Reconsidering the effects of sibling configuration: recent advances and challenges. Annual Review of Sociology, 28, 243–69.
  • Stenudd, L., Hakko, H., Räsänen, P. i Riala, K. (2014). Sibling characteristics and early onset psychoses among the young adolescent patient population. Child Psychiatry & Human Development, 45(2), 212–219.
  • Sulloway, F. J. (1996). Born to rebel: birth order, family dynamics, and creative lies. New York: Vintage Books.
  • Telka, L. (1995). Edukacja kulturalna dzieci w rodzinach wielodzietnych. Kieleckie Studia Pedagogiczne i Psychologiczne, 10, 175–184.
  • Travis, R. i Kohli, V. (1995). The birth order factor: ordinal position, social strata, and educational achievement. The Journal o f Social Psychology, 135(4), 499–507.
  • Xu, J. (2008). Sibship size and educational achievement: the role of welfare regimes cross-nationally. Comparative Education Review, 52(3), 413–436.
  • Zajonc, R. (1983). Validating the confluence model. Psychological Bulletin, 93(3), 457–480.
  • Zajonc, R. i Bargh, J. (1980). The confluence model – a mathematical model of the effect of birth order and family size on IQ scores. Intelligence, 4(4), 349–361.
  • Zajonc, R. i Markus, G. (1975). Birth order and intellectual development. Psychological Review, 82(1), 74–88.
Notes
http://www.edukacja.ibe.edu.pl/images/numery/2014/4-2-konarzewski-czy-wielodzietnosc-obniza-osiagniecia-szkolne.pdf
Document Type
Publication order reference
Identifiers
ISSN
0239-6858
YADDA identifier
bwmeta1.element.desklight-3d64c3a2-54fb-47de-8fce-b5d6c20d1d1a
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.