Theses and dissertations

This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students. 

Displaying 1 - 2 of 2
Filtering by

Clear all filters

134063-Thumbnail Image.png

Benefits of high intelligence: Potential moderating effects of emotion regulation and friendship quality

Description
Depression, anxiety, and suicidal thoughts or actions are on the rise in adolescents (National Institute of Mental Health, 2015; Bridge, Asti, & Horowitz, 2015). Parents, school administrators, and therapists are searching for resiliency factors with in at-risk groups to aid students in need. In previous work, Luthar and Zigler (1992)…

Depression, anxiety, and suicidal thoughts or actions are on the rise in adolescents (National Institute of Mental Health, 2015; Bridge, Asti, & Horowitz, 2015). Parents, school administrators, and therapists are searching for resiliency factors with in at-risk groups to aid students in need. In previous work, Luthar and Zigler (1992) reported that intelligent youth are more resilient than less intelligent youth under low stress conditions but they lose their advantage under high stress conditions. This study examined whether intelligence (reflected in grade point average; GPA) and maladaptive (internalizing and externalizing symptoms) behaviors are negatively related in adolescents, and tested whether level of stress, reflected in emotion regulation and friendship quality, moderated that association. It also probed whether the relationships differ by gender. Sixth-graders (N=506) were recruited with active parental consent from three middle schools. Adolescents completed self-report questionnaires Regarding demo graphics, maladaptive behaviors, emotion regulation, and friendship quality, and GPA data were collected from the school. Regression analyses found that GPA was negatively related to externalizing symptoms. Girls with poor friendship communication report significantly higher maladaptive behaviors. This relation was more pronounced for girls with high GPAs, as predicted. Results support the theory that intelligent female adolescents are more reactive under adverse circumstances. Future efforts should follow students through middle school into high school to evaluate whether friendships remain important to adjustment, hold for boys as well as girls, and have implications for relationship interventions.
ContributorsGonzales, Ashlyn Carol (Author) / Luthar, Suniya (Thesis director) / Davis, Mary (Committee member) / Infurna, Frank (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
193024-Thumbnail Image.png

Glocalization in Education for Community Colleges: Intercultural Competency Skills for Local and International Student Global Workforce Readiness

Description
College graduates are expected to acquire certain skill sets that are necessary andsought after by potential employers, as many industries in the United States continue to grow a global footprint. Employers also value good communication skills, and communication classes are a staple of most general education curricula, including those taught on community college…

College graduates are expected to acquire certain skill sets that are necessary andsought after by potential employers, as many industries in the United States continue to grow a global footprint. Employers also value good communication skills, and communication classes are a staple of most general education curricula, including those taught on community college campuses. The diversity of the student populations on community college campuses in the United States is vast, as is the cultural wealth accompanying this diversity. Diverse and internationalized student populations at community colleges include local students living in communities surrounding community colleges and international students studying abroad in the United States. This action research study infused intercultural intelligence activities into a third culture Communication 100 classroom using the prescribed course objectives to prepare both local and international students to enter a global, or a glocal-local (glocal) workforce. This was done by having local and international students communicate, share, and teach each other and their instructor via their cultural capital in a third culture classroom. Mixed methods were employed by collecting student reflection journals after completing four class activities that introduced them to the principles of cultural intelligence. Students in an experimental class and two control classes completed the Global Perspectives Inventory (GPI) as a pre- and post-assessment. The experimental students’ GPI scores indicated they perceived themselves to have grown more on all seven variables in the study and felt more prepared to enter a global workforce. In the experimental class, results from both qualitative and quantitative data indicated that the international and local Latine students had comparable cultural intelligence skills upon entering the class and that they felt they learned more about the world by working with each other. Their perceptions changed in a positive direction regarding their intercultural intelligence growth, and they felt more prepared to enter a global and glocal workforce due to their participation in the Communication 100 third culture classroom.
ContributorsPetit, Annique (Author) / Judson, Eugene (Thesis advisor) / Hesse, Maria (Committee member) / Amavisca Reyes, Nora (Committee member) / Arizona State University (Publisher)
Created2024