ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This study examined the role of substance use in the relationship between the working alliance and outcome symptomatology. In this study, two groups of participants were formed: the at risk for substance abuse (ARSA) group consisted of participants who indicated 'almost always,' 'frequently,' 'sometimes,' or 'rarely' on either of two items on the Outcome Questionnaire-45.2 (OQ-45.2) (i.e., the eye-opener item: "After heavy drinking, I need a drink the next morning to get going" and the annoyed item: "I feel annoyed by people who criticize my drinking (or drug use)"). The non-ARSA group consisted of participants who indicated 'never' on both of the eye-opener and annoyed screening items on the OQ-45.2. Data available from a counselor-training center for a client participant sample (n = 68) was used. As part of the usual counselor training center procedures, clients completed questionnaires after their weekly counseling session. The measures included the Working Alliance Inventory and the OQ-45.2. Results revealed no significant differences between the ARSA and non-ARSA groups in working alliance, total outcome symptomology, or in any of the three subscales of symptomatology. Working alliance was not found to be significant in predicting outcome symptomatology in this sample and no moderation effect of substance use on the relationship between working alliance and outcome symptomatology was found. This study was a start into the exploration of the role of substance use in the relationship between working alliance and outcome symptomatology in individual psychotherapy. Further research should be conducted to better understand substance use populations in individual psychotherapy.
ContributorsHachiya, Laura Y (Author) / Bernstein, Bianca (Thesis advisor) / Tran, Giac-Thao (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
Previous research indicates that difficulties in emotion regulation and greater dissociation from one's emotions are often observed among trauma survivors. Further, trauma survivors often show greater negative emotions such as anger, and diminished positive emotions such as happiness. Relatively less is known about the relationship between posttraumatic stress symptoms, dissociation, emotion regulation difficulties, and non-trauma related emotional experiences in daily life. This study examined whether greater reports of posttraumatic stress symptoms, difficulties in emotion regulation, and dissociative tendencies were associated with greater intensity of anger and lower intensity of happiness during a relived emotions task (i.e., recalling and describing autobiographical memories evoking specific emotions). Participants were 50 individuals who had experienced a traumatic event and reported a range of posttraumatic stress symptoms. Participants rated how they felt while recalling specific emotional memories, as well as how they remembered feeling at the time of the event. Results showed that dissociative tendencies was the best predictor of greater intensity of anger and, contrary to the hypothesis, dissociative tendencies was predictive of greater happiness intensity as well. These findings are consistent with previous research indicating a paradoxical effect of heightened anger reactivity among individuals with dissociative tendencies. In addition, researchers have argued that individuals with a history of traumatization do not report lower positive emotional experiences. The present findings may suggest the use of dissociation as a mechanism to avoid certain trauma related emotions (e.g, fear and anxiety), in turn creating heightened experiences of other emotions such as anger and happiness.
ContributorsTorres, Dhannia L (Author) / Robinson Kurpius, Sharon (Thesis advisor) / Roberts, Nicole A. (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT Perfectionism has been conceptualized as a relatively stable, independent, multidimensional personality construct in research during the last two decades. Despite general agreement that perfectionism is dimensional in nature, analyses using these instruments vacillate between a dimensional approach and a categorical approach (Broman-Fulks, Hill, & Green, 2008; Stoeber & Otto, 2006). The goal of the current study was two-fold. One aim was to examine the structural nature of two commonly used measures of perfectionism, the APS-R and the HFMPS. Latent class and factor analyses were conducted to determine the dimensions and categories that underlie the items of these two instruments. A second aim was to determine whether perfectionism classes or perfectionism factors better predicted 4 criterion variables of career indecision. Results lent evidence to the claim that both the APS-R and HFMPS are best used as dimensional, rather than categorical instruments. From a substantive perspective, results indicated that both positive and negative aspects of perfectionism successfully predicted career indecision factors. The study concludes with a discussion of limitations, and implications for future research and counseling individuals with career indecision concerns.
ContributorsRohlfing, Jessica Elizabeth (Author) / Tracey, Terence J. G. (Thesis advisor) / Green, Samuel (Committee member) / Kinnier, Richard T. (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored several training variables that may contribute to counseling trainees' multicultural counseling self-efficacy and multicultural case conceptualization ability. Specifically, this study aimed to examine the cognitive processes that contribute to multicultural counseling competence (MCC) outcome variables. Clinical experience, multicultural knowledge, and multicultural awareness are assumed to provide the foundation for the development of these outcome variables. The role of how a counselor trainee utilizes this knowledge and awareness in working with diverse populations has not been explored. Diversity cognitive complexity (DCC) quantifies the process by which a counselor thinks about different elements of diversity in a multidimensional manner. The current study examined the role of DCC on the relationship between training variables of direct clinical experience with diverse populations, multicultural knowledge, and multicultural awareness and the two training outcomes (multicultural counseling self-efficacy and multicultural case conceptualization ability). A total of one hundred and sixty-one graduate trainees participated in the study. A series of hypotheses were tested to examine the impact of DCC on the relationship between MCC predictors (multicultural knowledge, multicultural awareness, and direct contact hours with diverse clinical populations) and two MCC outcomes: multicultural counseling self-efficacy and multicultural case conceptualization ability. Hierarchical regression analyses were utilized to test whether DCC mediated or moderated the relationship between the predictors and the outcome variables. Multicultural knowledge and clinical hours with diverse populations were significant predictors of multicultural counseling self-efficacy. Multicultural awareness was a significant predictor of multicultural case conceptualization ability. Diversity cognitive complexity was not a significantly related to any predictor or outcome variable, thus all hypotheses tested were rejected. The results of the current study support graduate programs emphasizing counselor trainees gaining multicultural knowledge and awareness as well as direct clinical experience with diverse clinical populations in an effort to foster MCC. Although diversity cognitive complexity was not significantly related to the predictor or outcome variables in this study, further research is warranted to determine the validity of the measure used to assess DCC. The findings in this study support the need for further research exploring training variables that contribute to multicultural counseling outcomes.
ContributorsRigali-Oiler, Marybeth (Author) / Robinson Kurpius, Sharon E (Thesis advisor) / Arciniega, Guillermo M (Committee member) / Nakagawa, Kathryn (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system. This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
ContributorsRimbey, Kimberly A (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the relationship that gender in interaction with interpersonal problem type has with outcome in psychotherapy. A sample of 200 individuals, who sought psychotherapy at a counselor training facility, completed the Outcome Questionnaire-45(OQ-45) and the reduced version of the Inventory of Interpersonal Problems (IIP-32). This study was aimed at examining whether gender (male and female), was related to treatment outcome, and whether this relationship was moderated by two interpersonal distress dimensions: dominance and affiliation. A hierarchical regression analyses was performed and indicated that gender did not predict psychotherapy treatment outcome, and neither dominance nor affiliation were moderators of the relationship between gender and outcome in psychotherapy.
ContributorsHoffmann, Nicole (Author) / Tracey, Terence (Thesis advisor) / Kinnier, Richard (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
A tiling is a collection of vertex disjoint subgraphs called tiles. If the tiles are all isomorphic to a graph $H$ then the tiling is an $H$-tiling. If a graph $G$ has an $H$-tiling which covers all of the vertices of $G$ then the $H$-tiling is a perfect $H$-tiling or an $H$-factor. A goal of this study is to extend theorems on sufficient minimum degree conditions for perfect tilings in graphs to directed graphs. Corrádi and Hajnal proved that every graph $G$ on $3k$ vertices with minimum degree $delta(G)ge2k$ has a $K_3$-factor, where $K_s$ is the complete graph on $s$ vertices. The following theorem extends this result to directed graphs: If $D$ is a directed graph on $3k$ vertices with minimum total degree $delta(D)ge4k-1$ then $D$ can be partitioned into $k$ parts each of size $3$ so that all of parts contain a transitive triangle and $k-1$ of the parts also contain a cyclic triangle. The total degree of a vertex $v$ is the sum of $d^-(v)$ the in-degree and $d^+(v)$ the out-degree of $v$. Note that both orientations of $C_3$ are considered: the transitive triangle and the cyclic triangle. The theorem is best possible in that there are digraphs that meet the minimum degree requirement but have no cyclic triangle factor. The possibility of added a connectivity requirement to ensure a cycle triangle factor is also explored. Hajnal and Szemerédi proved that if $G$ is a graph on $sk$ vertices and $delta(G)ge(s-1)k$ then $G$ contains a $K_s$-factor. As a possible extension of this celebrated theorem to directed graphs it is proved that if $D$ is a directed graph on $sk$ vertices with $delta(D)ge2(s-1)k-1$ then $D$ contains $k$ disjoint transitive tournaments on $s$ vertices. We also discuss tiling directed graph with other tournaments. This study also explores minimum total degree conditions for perfect directed cycle tilings and sufficient semi-degree conditions for a directed graph to contain an anti-directed Hamilton cycle. The semi-degree of a vertex $v$ is $min{d^+(v), d^-(v)}$ and an anti-directed Hamilton cycle is a spanning cycle in which no pair of consecutive edges form a directed path.
ContributorsMolla, Theodore (Author) / Kierstead, Henry A (Thesis advisor) / Czygrinow, Andrzej (Committee member) / Fishel, Susanna (Committee member) / Hurlbert, Glenn (Committee member) / Spielberg, Jack (Committee member) / Arizona State University (Publisher)
Created2013
Description
In 1959, Iwasawa proved that the size of the $p$-part of the class groups of a $\mathbb{Z}_p$-extension grows as a power of $p$ with exponent ${\mu}p^m+{\lambda}\,m+\nu$ for $m$ sufficiently large. Broadly, I construct conditions to verify if a given $m$ is indeed sufficiently large. More precisely, let $CG_m^i$ (class group) be the $\epsilon_i$-eigenspace component of the $p$-Sylow subgroup of the class group of the field at the $m$-th level in a $\mathbb{Z}_p$-extension; and let $IACG^i_m$ (Iwasawa analytic class group) be ${\mathbb{Z}_p[[T]]/((1+T)^{p^m}-1,f(T,\omega^{1-i}))}$, where $f$ is the associated Iwasawa power series. It is expected that $CG_m^i$ and $IACG^i_m$ be isomorphic, providing us with a powerful connection between algebraic and analytic techniques; however, as of yet, this isomorphism is unestablished in general. I consider the existence and the properties of an exact sequence $$0\longrightarrow\ker{\longrightarrow}CG_m^i{\longrightarrow}IACG_m^i{\longrightarrow}\textrm{coker}\longrightarrow0.$$ In the case of a $\mathbb{Z}_p$-extension where the Main Conjecture is established, there exists a pseudo-isomorphism between the respective inverse limits of $CG_m^i$ and $IACG_m^i$. I consider conditions for when such a pseudo-isomorphism immediately gives the existence of the desired exact sequence, and I also consider work-around methods that preserve cardinality for otherwise. However, I primarily focus on constructing conditions to verify if a given $m$ is sufficiently large that the kernel and cokernel of the above exact sequence have become well-behaved, providing similarity of growth both in the size and in the structure of $CG_m^i$ and $IACG_m^i$; as well as conditions to determine if any such $m$ exists. The primary motivating idea is that if $IACG_m^i$ is relatively easy to work with, and if the relationship between $CG_m^i$ and $IACG_m^i$ is understood; then $CG_m^i$ becomes easier to work with. Moreover, while the motivating framework is stated concretely in terms of the cyclotomic $\mathbb{Z}_p$-extension of $p$-power roots of unity, all results are generally applicable to arbitrary $\mathbb{Z}_p$-extensions as they are developed in terms of Iwasawa-Theory-inspired, yet abstracted, algebraic results on maps between inverse limits.
ContributorsElledge, Shawn Michael (Author) / Childress, Nancy (Thesis advisor) / Bremner, Andrew (Committee member) / Fishel, Susanna (Committee member) / Jones, John (Committee member) / Paupert, Julien (Committee member) / Arizona State University (Publisher)
Created2013
Description
The relations among internalization of the U.S. sociocultural standard of the ideal male body image, male body dissatisfaction, and behavioral and psychological outcomes of male body dissatisfaction were examined in a sample of 215 ethnically diverse male college students. Concerns regarding accurate assessment of male body dissatisfaction were addressed. Structural equation modeling was utilized to identify the relations among the internalization of the sociocultural ideal male body image, male body dissatisfaction (as measured by the Male Body Attitudes Scale, MBAS; Tylka, Bergeron, & Schwartz, 2005), and behavioral and psychological outcomes. Results demonstrated that internalization of specific aspects of the ideal male body (lean and muscular) predicted corresponding components of male body dissatisfaction (lean and muscular). Further, each component of male body dissatisfaction was related to distinct behavioral and psychological outcomes. Implications for clinical practice and research were discussed.
ContributorsPoloskov, Elizabeth (Author) / Tracey, Terence J.G. (Thesis advisor) / Robinson Kurpius, Sharon (Committee member) / Arciniega, G. Miguel (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013