Sibling Relationship Quality and Social Competence Among Primary School Children in Taraba State, North East Nigeria

Sibling relationships constitute a primary socialisation context in Nigerian family life, and the quality of these relationships during middle childhood is closely linked to children's developing social competence and peer interaction skills. In Taraba State, North East Nigeria, the developmental psychology of sibling relationships has not received empirical attention. This study examines the relationship between sibling relationship quality and social competence among primary school children in Taraba State. A cross-sectional survey is applied to 220 children aged 7 to 12 years from five primary schools in Jalingo and Wukari, with siblings and teachers completing relevant questionnaires. The Sibling Relationship Questionnaire and the Social Competence and Behaviour Evaluation Scale are administered alongside a demographic questionnaire. Descriptive statistics, Pearson correlation, and regression are computed in SPSS. Literature from North East Nigerian child development contexts identifies sibling warmth, companionship, and conflict resolution practices as the sibling relationship dimensions most predictive of prosocial behaviour and peer acceptance, with family size and birth order as significant moderators. Attachment Theory and Family Systems Theory provide the dual theoretical framework. Findings are expected to confirm that sibling relationship warmth positively predicts social competence, informing family counselling and early childhood development policies in Taraba State. Keywords: sibling relationship, social competence, primary school children, Taraba State, North East Nigeria.