Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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The relationship between parent and child is one that has been studied intensively for years. Much of the previous research in this field has quantified the parent-child relationship through self-report measures, with a subsample coding behavior from videotape and averaging individual scores across the entire parent-child interaction. Using a dynamic systems approach, we attempted to gain a deeper understanding of the parent-child relationship by quantifying the relationship in terms of dyadic patterns using the software Gridware. We then used these dyadic patterns to predict internalizing and externalizing behaviors in eight-year-old twin children. Dyadic relationship patterns predicted externalizing behaviors such as aggression and conduct disorder (i.e., frequency and stability within negative attractor states, and infrequency and low stability in positive attractor states), but not internalizing behaviors. Findings provide a method for capturing variance in parent-child interactions that is important for children's externalizing behaviors. Future studies should utilize these patterns in understanding risk and resilience family processes for children's mental health and well being.
ContributorsEccles, Jenna Christine (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Knight, George (Committee member) / Spinrad, Tracy (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2015-05
Description
The author examined the relationship between social intelligence and attachment style, specifically how attachment style affects how individuals respond to social intelligence training. Students at the Herberger Young Scholars Academy, a school for the highly gifted, completed an online social intelligence training program through the Social Intelligence Institute and were assessed on a number of items. These items include the Tromso Social Intelligence Scale (TSIS), the Attachment Questionnaire for Children (AQ-C), and a daily diary measure in which they recorded and rated their social interactions day to day. All participants were found to be either securely or insecurely attached, and those that were insecurely attached were further divided into insecure anxious attachment style and insecure avoidant attachment style. It was hypothesized that those with a secure attachment style would have higher initial TSIS scores than those with an insecure attachment style. It was also hypothesized that insecurely attached individuals would benefit more from the social intelligence training program than securely attached individuals indicated by "In tune" scores from the daily diaries, and insecure avoidant individuals would benefit more from the program than insecure anxious individuals indicated by "In tune" scores from the daily diaries. None of these hypotheses were supported by the data, as there was no significant difference between the initial social intelligence scores of the three attachment styles, and none of the variables measured were found to be significant predictors of "In tune" scores. Key Words: social intelligence, social intelligence training, attachment, attachment style, children, adolescents, gifted, IQ, high IQ
ContributorsPrice, Christina Nicole (Author) / Zautra, Alex (Thesis director) / Knight, George (Committee member) / Mickelson, Kristin (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2014-12