Family Relationship and Interest in Only Child and Child with Sibling

Each family is different. They are made up of different people, with different needs, ideas and ways of behaving. This can make a family a special group, can also mean that getting on together is not always easy. Young people often talk to Child Like about their families – it can be how much they enjoy their family but also can be about feeling left out or that they don’t get on with them. The result in table no. 2.1.3 Prove that the difference between the mean score of only child and sibling child for FRS interest is 2.5125 i.e.(47.5750-45.0625) , while the difference between the  SD score of sibling children  and only child is  0.37822 i.e.(5.35753-4.97931) . This signifies that the mean and SD sibling child is high compared to that of only child.

impact upon the person we become. Supportive and nurturing family relationships contribute to our well being while abusive and tense family relationships are detrimental to our stability.
The family is dynamic and affected by outside influence. Things that happen at work or school affect our actions in the home. Sometimes after a hard day at work parents are tired and uninvolved with the rest of the family. Similarly children and teens may find themselves fighting with family members after a challenging day at school.
Fights can become more intense where children do not learn to respect the rights of others. Some level of competition between siblings is unavoidable and if this does not escalate, the competition can even be healthy. A moderate level of rivalry can show that each child is assertive enough to express his or her differences with other siblings.
There are positive ways to get your parents attention without belittling your sibling or comparing yourself to them. You can express your personality, your merits and your talents without using measuring stick against the achievements of your brother or sister. You are unique and your talents are equally worthy as those your sibling may possess.
It is important to respect the needs and wishes of your sibling. Respect also plays an important role in the parent-child relationship. It is important to maintain close parent-child relationships.
The achievements of your brother or sister. You are unique and your talents are equally worthy as those your sibling may possess. It is important to respect the needs and wishes of your sibling.
Respect an important role in the parent-child relationship. © www.ijip.in

Parent-child relationships
• Two aspects of parent-child relationships are examined in the study -parents" reports of parent-child conflict and the children"s reports of the parenting style of their parents. Neither shows strong direct associations with family structurewhen a range of other factors are controlled for, there is little by way of consistent differences in levels of parent-child conflict or parenting style between two-parent and one-parent families, between sub-types within Conclusions and Policy Implications 84these categories, or between large and small families. Neither do major SES indicators such as mother"s education nor current household poverty has witnessed conflict between the parents, though the causal patterns underlying these linkages are likely to be complex and possibly circular (e.g. in that mother"s depression could be both a cause and a consequence of conflict with the child).
• The limited links between SES indicators and the quality of parent-child relationships implies that personality traits of parents and their children which are not measured in the GUI data exert a more dominant influence in this aspect of family relationships they do in other aspects of family life and that social-structural factors play a correspondingly lesser role.

CHILDREN INTEREST :-
Writers have defined interests as preoccupations, objectives, likes, dislikes and motives. William James described interest as a form of selective awareness or attention that produced meaning out of mass of mass of one"s experiences. Strong speaks of interests as "likes" and labels "dislikes" as "aversion". From the operational view point it is sufficient to look upon interest as organism conditions that result in a desire for further stimulation from a particular type of objects, ideas or activities. In a normal course of events, every child develops likes and dislike for things and activities within his field of experiences, and these likes and dislikes have a definite effect on his behavior. He tends to avoid anything that he dislikes and to seek whatever he likes. For this reason, why he comes to like or dislike is of considerable practical importance in determining his behavior, Guilford (1964) says that interest is a tendency to give attention, to be attracted by, to like and find satisfaction in an activity, object or person. Kitson (1965) says that to have interest in something means to get oneself assimilated with that thing or activity. Kitson say (1965) further says that interest is such a mental selective and active process in which all mental energy is centered on one stimulus or activity for fulfilling some purpose. Shane (1967) "an interest is something with which the child identifies his personal well being". Interest is important because they serve as a source of strong motivation to learn or to do an activity with full concentration. Interests add enjoy to every one"s life. If one is interested in carrying out a required activity, the experiences will be for more enjoyable than if he is forced to carry it out in spite of lack of interest. If interests are developed, children are bound to master the activity. Thus they can enjoy pleasure as well skill in the activity they are interested. All the interests and abilities are not closely Related, although they are positively correlated. Children often think they are interested in one activity but when they learn more about it or have experience more of it, they may find that it is not they thought of it was. On the other hand experience with a subject may result in the development of permanent interest. Mental activity is dominated by interests. A child concentrates on the activities in which he is interested; therefore success is closely related to degree of concentration and level of interest. Different studies reveal that interests are related to social and economic status, parent-child relationship, peer influence, intelligences, environmental factors and early experience of success. Interest play an important role in every one"s life because it determines what one will do and how well one will do in a particular field. It is because, what a person is interested in, will influence much of what he does, thus, a person"s interested affect his immediate goals as well as his more remote one"s. a boy who is interested in sports and who has discovered the prestige associated with success in sports competition will have stronger and more clearly defined aspiration in athletics than academic work where success bring little acclaim. Some interests are closely related to ability while others derive from social pressure or the desire for prestige. Studies show that interests related to abilities are the most satisfying. If a student has an aptitude for mathematics, his interest in the subject will be stronger and more persistent than if it were forced upon him by social pressure. Interest is also related with certain personality traits. Boys and girls interested in games and sports or social activities are more extroverts and social, while children who are interested in fine art, science, and literary activity are introverts. Interests change according to time, age, need and so on. For example, the boy whose interest during school and college centered on athletic success while, in adulthood shift for success to business and community affairs. Skinner (1955) observed that boys and girls interested in some activities are better adjusted by themselves as well in the society. Boynton made a study of the interest of elementary school children and found that they liked such thing as bicycle and automobiles. There was some sex difference in that, boys were more interested in ponies riding, hiking and outdoor games. While girls were more interested in good clothes and indoor games. Hocket and Forry, on the basis of a study of interests of pupils from grade three to seven, reported that boys are much interested in games, sports, hobbies and handicrafts but girls are more interested in jumping, rope, playing house affairs, collecting dolls, dolls-costumes caring for a baby and organizing marriage of dolls. Sand in study of faith and sixth grade levels found that boys are interested in physical creative activities such as modeling, drawing, painting, imitating, dramatic activities, reading adventurous book and seeing adventurous movies and plays. Bell (1950) studies the interests of fifth and six grade level and found that pupils are interested in nature, physical world, science, machines, animals, social life others, vocations and adventurous activities. Tyler (1956) found four major interests among kindergarten children 1.playing with toys indoors, 2.active play outdoors, 3.paper pencil activities, 4.helping adults with work and, arranging things in order.
Tyler (1960) in his another study found a little deviation in the interest of adolescent boys and girls from children. Adolescent boys and girls were found interested in (1) outdoor games, competitive-horse riding, motors car driving, motor cycle race, rowing, swimming (2) science and mechanical activities like repairing models of motors car, airplane, ships and working in laboratories (3) artistries activities like drama dancing, painting, photography (4) social activities like serving others, helping sick and poor people.
There are several good interest inventories available that may be used at the junior and senior high school level and above. However, interests change with age and education and experience. Consequently the younger the individual the less predictive value of such interest inventories are some children have definite objective of their live, hence they are interested in those activities which fulfill their objectives. The Relationship dimension of the Family Environment Scale, which consists of the Cohesion, Expressiveness, and Conflict subscales, measures a person's perception of the quality of his or her family relationship functioning. This study investigates an adaptation of the Relationship dimension of the Family Environment Scale for Alaska Native youth. The authors tested the adapted measure, the Brief Family Relationship Scale, for psychometric properties and internal structure with 284 12-to 18-year-old predominately Yup'ik Eskimo Alaska Native adolescents from rural, remote communities. This non-Western cultural group is hypothesized to display higher levels of collectivism traditionally organized around an extended kinship family structure. Results demonstrate a subset of the adapted items function satisfactorily, a three-response alternative format provided meaningful information, and the subscale's underlying structure is best described through three distinct firstorder factors, organized under one higher order factor. Convergent and discriminant validity of the Brief Family Relationship Scale was assessed through correlation analysis  Problem: The Relationship Assessment Scale Researcher: Susan .s. Hedrick-Texas techuniversity; Amy Dicke-Texas Tech University. Source: journal of social and personal relationship.

Study detail:
This paper offers new information on the reliability and validity of the Relationship Assessment Scale (RAS; Hendrick, 1988), a seven-item generic measure of relationship satisfaction. The RAS shows moderate to high © www.ijip.in correlations with measures of marital satisfaction, good test-retest reliability an consistent measurement properties across samples of ethnically diverse and age-diverse couples, as well as partners seeking marital and family therapy. The RAS is an appropriate, useful and brief measure for partnered love relationships in a wide variety of research settings. A factor analysis performed on the scale"s items yielded fivefactors that identified three basic entitlement-related attitudes toward a romantic partner. Findings indicated that both exaggerated and restricted forms of relational entitlement seem to be maladaptive and put people at risk for emotional problems. Findings also indicated that excessive and restricted forms of relational entitlement were significantly associated with attachment insecurities. In addition, the SRE scale was found to tap a unique psychological construct that moderately overlapped with constructs of narcissism and global entitlement. Abstract: : This article focuses on research and issues dealing with parents and families of gifted children. Although the importance of parents is seen as a key factor in the development of all children, discussion of the role of parents with their gifted children has been superficially treated. Many articles deal only with general rules of thumb about good parenting. In order to avoid this, the present article begins with an extensive review and synthesis of research in the area of parents and families of gifted youngsters. This information is important in order to make meaningful generalizations. The discussion section includes a synthesis of the most important themes that emerged from the literature review.
In a report to Congress, Commissioner of Education Sydney P. Marland (1972) noted that the most neglected minority in American education was that group of youngsters identified as gifted. Thus, parents of gifted children face the probable situation that their child will be in an educational environment not appropriate to his or her needs. It would seem reasonable to assume that parents aware of this possibility would become apprehensive about the kind of education their gifted child will receive. Abstract: Past research suggests that children who experience multiple transitions in family structure may face worse developmental outcomes than children raised in stable two-parent families and perhaps even children raised in stable, single-parent families. However, multiple transitions and negative child © www.ijip.in outcomes may be associated because of common causal factors such as parents" antecedent behaviors and attributes. Using a nationally-representative, two-generation longitudinal survey that includes detailed information on children"s behavioral and cognitive development, family history, and mother"s attributes prior to the child"s birth, we examine these alternative hypotheses. Our results suggest that, for white children, the association between the number of family structure transitions and cognitive outcomes is largely explained by mother"s prior characteristics but that the association between the number of transitions and behavioral outcomes may be causal in part. We find no robust effects of number of transitions for black children.

HYPOTHESIS:-
It is a fact that hypothesis in any research work is very important without hypothesis researches would go astray:- There will be no significant difference between boys and girls in relation to interest.  There will be no significant difference between only child and child with siblings in relation to interest.
 There will be no significant difference between boys and girls in relation to game and sport interest.  There will be no significant difference between boys and girls in relation to Fine arts and music interest.  There will be no significant difference between boys and girls in relation to literary work interest.  There will be no significant difference between boys and girls in relation to social and house interest.  There will be no significant difference between boys and girls in relation to hold affairs interest.  There will be no significant difference between only child and child with sibling in relation to game and sport interest.  There will be no significant different between only child and child with sibling in relation to Fine arts and music interest.  There will be no significant different between only child and child with sibling in relation to literary work interest.  There will be no significant different between only child and child with sibling in relation to social and house interest.  There will be no significant different between only child and child with sibling in relation to hold affairs interest.

Sample:-
The sample of 50boys and 50 girls" student"s total 100 students from different school of vadodara city were taken. Authors of the present scale prepared a list of 40 questions which contain 3 options out of which 1 option has to be ticked. The reliability of the scale was determined by half-split method and test-retest method was 0.72. The validity of the scale was found to be 0.52.

Child interest test:-
The child interest test was given by DR. ALKA DAVID asset. Professor Govt. Girls college, Katni (M.P).The child interest test contain 40 questions which is divided into 4 parts like Games &Sports, Fine arts &Music, Literary work, Social & House Hold Affairs. For each one mark will be allotted. Rabidity of the test is .79(N=200) and Validity of the test is .62(N= 100).  The report in the table 1.1.3 reveals the fact that both mean and SD score of only child for sports interest is 5.24579, while the SD score of sibling is 4.68702. Thus, only child SD is more than sibling child SD. The report in the table no. 1.2.1 it can be observe that difference between SD score of male and female for music interest are 3.26893 and3.26951Which signifies that there is not much difference in music interest MEDIUM The result on ANOVA shows that the F-ratio for medium is .193 for music interest, which is non-significant that means English medium students do not differ significantly from Gujarati medium students. By looking at the report in table no. 1.2.2 proves that there is slit difference between the mean and SD for English medium students and Gujarati medium students where the mean of English medium student and Gujarati medium students are 10.8875 and 10.6625 while, the SD of English medium students and Gujarati medium students are 3.71447 and 3.40492 which signifies that there is not much difference in music interest.

TYPE.
The result of ANOVA shows that the F-ratio for type is .688 for music interest, which is nonsignificant that means only child do not differ significantly from sibling child.   As per the report shown in the table no. 1.4.1 reflect the fact that the mean score of male for social work and house hold interest is 23.4500 ,while the mean score of female for social work and household is 9.8500.while comparing male and female with the mean score there is a significant difference in interest between male and female, where the male shows high level in social work and household interest than female.

MEDIUM
The result of ANOVA on the score table no. 1.4.2 reveal the social works and household interest was proved to be 1.237 as F-ratio for medium. That is non-significant that means English medium students do not differ significantly from Gujarati medium students in social work and household interest.

MEDIUM
While looking at table no.2.12 the score obtained by the result of ANOVA on FRS shows that the F-ratio for medium is .062 that there is non-significant that means English medium students do not differ significantly from Gujarati medium students in FRS interest. . This signifies that the mean and SD sibling child is high compaired to that of only child.

CONCLUSION AND SUGESSIONS:-
 The male child and female child differ significantly from one other in sport interest. Female shows good interest in sport.  Gujarati medium and English medium children significantly from each other in sport interest. Gujarati medium students have more interest in sport.  Only child do not differ significantly from child with sibling in sport interest.  There is a significant difference between male and female children in music interest.
Male are higher in music interest.  English medium students do not differ significantly from Gujarati medium students in Music interest.  Only child do not differ significantly from child with sibling in music interest.  Male child do not differ significantly from female child in literary interest.  English medium students do not differ significantly from Gujarati medium students in literary interest.  Only child do not differ significantly from child with sibling in literary interest.  There is no significant difference between male and female child female in social work and household interest.  English medium students do not differ significantly from Gujarati medium students in social work and household interest.  Only child do not differ significantly from child with sibling in social work and household interest.  There is significantly difference between male and female children in family relationship.