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The title “Regents’ Professor” is the highest faculty honor awarded at Arizona State University. It is conferred on ASU faculty who have made pioneering contributions in their areas of expertise, who have achieved a sustained level of distinction, and who enjoy national and international recognition for these accomplishments. This collection contains primarily open access works by ASU Regents' Professors.

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Parent-Adolescent Conflict as Sequences of Reciprocal Negative Emotion: Links with Conflict Resolution and Adolescents' Behavior Problems

Description
Although conflict is a normative part of parent–adolescent relationships, conflicts that are long or highly negative are likely to be detrimental to these relationships and to youths’ development. In the present article, sequential analyses of data from 138 parent–adolescent dyads (adolescents’ mean age was 13.44, SD = 1.16; 52 %…

Although conflict is a normative part of parent–adolescent relationships, conflicts that are long or highly negative are likely to be detrimental to these relationships and to youths’ development. In the present article, sequential analyses of data from 138 parent–adolescent dyads (adolescents’ mean age was 13.44, SD = 1.16; 52 % girls, 79 % non-Hispanic White) were used to define conflicts as reciprocal exchanges of negative emotion observed while parents and adolescents were discussing “hot,” conflictual issues. Dynamic components of these exchanges, including who started the conflicts, who ended them, and how long they lasted, were identified. Mediation analyses revealed that a high proportion of conflicts ended by adolescents was associated with longer conflicts, which in turn predicted perceptions of the “hot” issue as unresolved and adolescent behavior problems. The findings illustrate advantages of using sequential analysis to identify patterns of interactions and, with some certainty, obtain an estimate of the contingent relationship between a pattern of behavior and child and parental outcomes. These interaction patterns are discussed in terms of the roles that parents and children play when in conflict with each other, and the processes through which these roles affect conflict resolution and adolescents’ behavior problems.
ContributorsMoed, Anat (Author) / Gershoff, Elizabeth T. (Author) / Eisenberg, Nancy (Author) / Hofer, Claire (Author) / Losoya, Sandra (Author) / Spinrad, Tracy (Author) / Liew, Jeffrey (Author) / College of Liberal Arts and Sciences (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2015-08-01
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Predicting Sympathy and Prosocial Behavior From Young Children's Dispositional Sadness

Description
The purpose of this study was to examine whether dispositional sadness predicted children's prosocial behavior and if sympathy mediated this relation. Constructs were measured when children (n = 256 at time 1) were 18, 30, and 42 months old. Mothers and non-parental caregivers rated children's sadness; mothers, caregivers, and fathers rated…

The purpose of this study was to examine whether dispositional sadness predicted children's prosocial behavior and if sympathy mediated this relation. Constructs were measured when children (n = 256 at time 1) were 18, 30, and 42 months old. Mothers and non-parental caregivers rated children's sadness; mothers, caregivers, and fathers rated children's prosocial behavior; sympathy (concern and hypothesis testing) and prosocial behavior (indirect and direct, as well as verbal at older ages) were assessed with a task in which the experimenter feigned injury. In a panel path analysis, 30-month dispositional sadness predicted marginally higher 42-month sympathy; in addition, 30-month sympathy predicted 42-month sadness. Moreover, when controlling for prior levels of prosocial behavior, 30-month sympathy significantly predicted reported and observed prosocial behavior at 42 months. Sympathy did not mediate the relation between sadness and prosocial behavior (either reported or observed).
ContributorsEdwards, Alison (Author) / Eisenberg, Nancy (Author) / Spinrad, Tracy (Author) / Reiser, Mark (Author) / Wilkens, Natalie (Author) / Liew, Jeffrey (Author) / College of Liberal Arts and Sciences (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2015-01-01