Introduction
The formulation of the problem is the question of whether being an only child affects academic achievement. It is essential for educators and parents to understand what influences a child’s academic performance in order to find the best approach to learning.
Discussion
In the learning process, every detail matters because it impacts the degree of preparation of the child. External conditions, such as the environment in which the student grows as a person, shape his mental development and can determine academic performance (Destin et al., 2019). People need to be rational about the problem to understand which children have the best chances and which do not.
Depending on the thesis that children who are the only ones in families have more significant academic potential, it is crucial to form the child’s behavior and help them learn better. Jia et al. (2022) elaborate on this issue and state that children without siblings have better academic performance. This may mean that when a child is alone in the family, they are given more attention and care. Other authors, like Anderson (2017), argue that only children have a higher average IQ than siblings. This state of affairs needs further research to determine the reason for these results.
Conclusion
The study aims to identify the factors that make only children perform better academically. This study refers to the specific problem of the influence of family well-being on the problem. This means that the financial condition of people and their professions will be considered. The research question, in this case, would be: How much does the academic success of children depend on whether they have siblings or not? The hypothesis of the study is the assertion that only children who are from wealthy families have a greater chance of high academic performance. The variables, in this case, are the level of well-being of families and the number of children in them. The operational definition can be the well-being of children and the presence of siblings.
References
Anderson, J. (2017). Neuroscience shows that our gut instincts about only children are right. Quartz. Web.
Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States? AERA open, 5(3), 1-12. Web.
Jia, C., Yang, Z., Xin, T., Li, Y., Wang, Y., & Yang, T. (2022). Differences in school performance between only children and non-only children: Evidence from China. Frontiers in Psychology, 12, 1-14. Web.