Social and Interpersonal Skills Among Single Child and Children with Siblings

Abstract

The present study sought to explore differences in social and interpersonal skills between single child and children with siblings through both quantitative measures and qualitative subjective analyses. The quantitative results indicated that although children with siblings scored slightly higher on the Behavioral, Emotional, and Social Skills Inventory (BESSI) and the Interpersonal Skills Assessment, the differences between the two groups were not statistically significant. However, the qualitative thematic analysis of the Rotter Incomplete Sentences Blank responses revealed subtle yet meaningful distinctions in how participants described their interpersonal experiences. Single child expressed greater concerns related to trust, self-image, autonomy, and anxiety, whereas children with siblings more frequently emphasized themes of family support, social communication, ambition, and emotional regulation. The subjective narratives highlighted that although skill levels may not differ significantly in standardized tests, the qualitative experiences of social and interpersonal relationships vary notably between the two groups. Single child may face greater internal struggles, while children with siblings benefit from the relational scaffolding provided by sibling interactions. Overall, the combined findings suggest that while objective social competencies may be similar, the subjective quality and emotional experiences of interpersonal skills differ between single child and children with siblings. The study emphasizes the value of using a mixed-methods approach to capture both the measurable and the lived realities of psychosocial development.