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.
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Description
Communication skills within dating contexts are developed during the adolescent years, and are associated with a lifelong ability to have satisfying, enduring, and non-violent partnerships. As such, they are currently and increasingly implemented into both more general forms of healthy relationship education, as well as that targeting the prevention of teen dating violence specifically. Reaching Mexican American youth with culturally and developmentally appropriate relationship education, including communication skills, may be particularly important given their earlier transitions to marital and parenting relationships, acculturative stressors that present them with unique coupling challenges, and their higher rates of teen dating violence as compared to European American youth. We know very little about how Mexican American dating couples communicate about areas of conflict. This dissertation research utilizes Bell and Naugle's (2008) framework of interpersonal violence to explore how cultural and developmental considerations may be integrated in order to better understand how communication behaviors contribute to Mexican American middle adolescents' experiences with dating conflict. I use an observational study design in order to 1.) Qualitatively explore the communication strategies used by a sample of committed couples, including integration of culturally- and developmentally-relevant contexts, 2.) Quantitatively examine whether couple-level discrepancies in acculturation are associated with observed negativity, including whether this relationship may be mediated by dissimilar gender-related beliefs, and to 3.) Review empirical findings pertaining to the communication behaviors of Mexican American adolescents and to integrate ecodevelopmental theory in said framework as informed by Papers 1, 2, and literature specific to this topic area. The ultimate aim of this dissertation research is to generate findings that may improve the dating health of Mexican American adolescents living in the United States.
ContributorsAdams, Heidi (Author) / Rankin Williams, Lela (Thesis advisor) / Marsiglia, Flavio (Committee member) / Anthony, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite achievement significantly correlated with all areas of SEC on the Devereux Student Strengths Assessment (DESSA). Cognitive ability significantly correlated with all areas of SEC as well. Composite cognitive ability significantly correlated with all composite achievement, as well as with achievement in all subject areas assessed. Achievement scores tended to be higher in older age groups in comparison to younger age groups. When gender differences were found (in some areas of SEC and in language achievement), they tended to be higher in females. Gender moderated the relation between SEC and composite achievement. The areas of SEC that best predicted achievement, over-and-above other SEC scales, were Optimistic Thinking, Self-Awareness, and Relationship Skills. While cognitive scores did not significantly predict achievement when controlling for SEC, SEC did significantly predict achievement over-and-above cognitive ability scores. Overall findings suggest that SEC may be important in children's school achievement; thus it is important for schools and families to promote the development of SEC in gifted children, especially in the areas of optimism and self-awareness.
ContributorsKong, Tiffany (Author) / Caterino, Linda (Thesis advisor) / Naglieri, Jack (Committee member) / Brulles, Dina (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined four research questions investigating relationships among the experience of trauma, identity development, distress, and positive change. There were 908 participants in the study, ranging in age from 18 to 24 which is known as the period of emerging adulthood. Participants completed an online survey regarding their exposure to trauma and reactions to these experiences. The first research question examined the experience of trauma for the sample. The second question examined group differences among the participant's identity status, gender, and posttraumatic stress disorder (PTSD) diagnostic status on the hypothesized variables. In general, comparisons among the four identity status groups found participants who experienced greater identity exploration (diffused and moratorium) experienced more distress, whereas the identity status groups that reported greater identity commitments (foreclosed and achieved) were associated with positive change. Similar findings were found for PTSD diagnostic status indicating more distress and identity exploration for participants with the diagnosis and more positive change and identity commitments for participants without the diagnosis. Female participants were found to experience more PTS symptoms, centrality of the trauma event, and positive growth than males. Examination of the relationships between trauma severity and posttraumatic growth revealed an inverted U-shaped relationship (quadratic) that was a significant improvement from the linear model. An S-shaped relationship (cubic) was found for the relationship between trauma exposure and posttraumatic growth. Regression analyses found the centrality of the trauma event to one's identity predicted identity distress above and beyond the experience of trauma. In addition, identity distress and the centrality of the trauma contributed to the variance for identity exploration, while only identity distress contributed to identity commitments. Finally, identity development significantly predicted positive change above and beyond, identity distress, centrality of the trauma event, and the experience of trauma. Collectively, these results found both distress and growth to be related to the experience of trauma. Distress within one's identity can contribute to difficulties in the psychosocial stage of identity development among emerging adults. However, the resolution of identity exploration towards commitments to goals, roles, and beliefs, can help trauma survivors experience resilience and growth after stressful experiences.
ContributorsWiley, Rachel (Author) / Robinson-Kurpius, Sharon (Thesis advisor) / Stamm, Jill (Committee member) / Kinnier, Richard (Committee member) / Arizona State University (Publisher)
Created2013
Description
Accumulating evidence implicates exposure to adverse childhood experiences in the development of hypocortisolism in the long-term, and researchers are increasingly examining individual-level mechanisms that may underlie, exacerbate or attenuate this relation among at-risk populations. The current study takes a developmentally and theoretically informed approach to examining episodic childhood stressors, inherent and voluntary self-regulation, and physiological reactivity among a longitudinal sample of youth who experienced parental divorce. Participants were drawn from a larger randomized controlled trial of a preventive intervention for children of divorce between the ages of 9 and 12. The current sample included 159 young adults (mean age = 25.5 years; 53% male; 94% Caucasian) who participated in six waves of data collection, including a 15-year follow-up study. Participants reported on exposure to negative life events (four times over a 9-month period) during childhood, and mothers rated child temperament. Six years later, youth reported on the use of active and avoidant coping strategies, and 15 years later, they participated in a standardized psychosocial stress task and provided salivary cortisol samples prior to and following the task. Path analyses within a structural equation framework revealed that a multiple mediation model best fit the data. It was found that children with better mother-rated self-regulation (i.e. low impulsivity, low negative emotionality, and high attentional focus) exhibited lower total cortisol output 15 years later. In addition, greater self-regulation in childhood predicted greater use of active coping in adolescence, whereas a greater number of negative life events predicted increased use of avoidant coping in adolescence. Finally, a greater number of negative events in childhood predicted marginally lower total cortisol output, and higher levels of active coping in adolescence were associated with greater total cortisol output in young adulthood. Findings suggest that children of divorce who exhibit better self-regulation evidence lower cortisol output during a standardized psychosocial stress task relative to those who have higher impulsivity, lower attentional focus, and/or higher negative emotionality. The conceptual significance of the current findings, including the lack of evidence for hypothesized relations, methodological issues that arose, and issues in need of future research are discussed.
ContributorsHagan, Melissa (Author) / Luecken, Linda (Thesis advisor) / MacKinnon, David (Committee member) / Wolchik, Sharlene (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2013
Description
Purpose: Exercise interventions often result in less than predicted weight loss or even weight gain in some individuals, with over half of the weight that is lost often being regained within one year. The current study hypothesized that one year following a 12-week supervised exercise intervention, women who continued to exercise regularly but initially gained weight would lose the weight gained, reverting back to baseline with no restoration of set-point, or continue to lose weight if weight was initially lost. Conversely, those who discontinued purposeful exercise at the conclusion of the study were expected to continue to gain or regain weight. Methods: 24 women who completed the initial 12-week exercise intervention (90min/week of supervised treadmill walking at 70%VO2peak) participated in a follow-up study one year after the conclusion of the exercise intervention. Subjects underwent Dual-energy X-Ray Absorptiometry at baseline, 12-weeks, and 15 months, and filled out physical activity questionnaires at 15 months. Results: A considerable amount of heterogeneity was observed in body weight and fat mass changes among subjects, but there was no significant overall change in weight or fat mass from baseline to follow-up. 15 women were categorized as compensators and as a group gained weight (+ 0.94±3.26kg) and fat mass (+0.22±3.25kg) compared to the 9 non-compensators who lost body weight (-0.26±3.59kg) and had essentially no change in fat mass (+0.01±2.61kg) from 12-weeks to follow-up. There was a significant between group difference (p=.003) in change in fat mass from 12-weeks to follow-up between subjects who continued to regularly vigorously exercise (-2.205±3.070kg), and those who did not (+1.320±2.156kg). Additionally, energy compensation from baseline to 12-weeks and early body weight and composition changes during the intervention were moderate predictors of body weight and composition changes from baseline to follow-up. Conclusion: The main finding of this study is that following a 12-week supervised exercise intervention, women displayed a net loss of fat mass during the follow-up period if regular vigorous exercise was continued, regardless of whether they were classified as compensators or non-compensators during the initial intervention.
ContributorsCabbage, Clarissa Marie (Author) / Gaesser, Glenn (Thesis advisor) / Chisum, Jack (Committee member) / Campbell, Kathryn (Committee member) / Arizona State University (Publisher)
Created2013
Description
INTRODUCTION: Exercise performed at moderate to vigorous intensities has been shown to generate a post exercise hypotensive response. Whether this response is observed with very low exercise intensities is unclear. PURPOSE: To compare post physical activity ambulatory blood pressure (ABP) response to a single worksite walking day and a normal sedentary work day in pre-hypertensive adults. METHODS: Participants were 7 pre-hypertensive (127 + 8 mmHg / 83 + 8 mmHg) adults (3 male, 4 female, age = 42 + 12 yr) who participated in a randomized, cross-over study that included a control and a walking treatment. Only those who indicated regularly sitting at least 8 hours/day and no structured physical activity were enrolled. Treatment days were randomly assigned and were performed one week apart. Walking treatment consisted of periodically increasing walk time up to 2.5 hours over the course of an 8 hour work day on a walking workstation (Steelcase Company, Grand Rapids, MI). Walk speed was set at 1 mph. Participants wore an ambulatory blood pressure cuff (Oscar 2, SunTech Medical, Morrisville, NC) for 24-hours on both treatment days. Participants maintained normal daily activities on the control day. ABP data collected from 9:00 am until 10:00 pm of the same day were included in statistical analyses. Linear mixed models were used to detect differences in systolic (SBP) and diastolic blood pressure (DBP) by treatment condition over the whole day and post workday for the time periods between 4 -10 pm when participants were no longer at work. RESULTS:BP was significantly lower in response to the walking treatment compared to the control day (Mean SBP 126 +7 mmHg vs.124 +7 mmHg, p=.043; DBP 80 + 3 mmHg vs. 77 + 3 mmHg, p = 0.001 respectively). Post workday (4:00 to 10:00 pm) SBP decreased 3 mmHg (p=.017) and DBP decreased 4 mmHg (p<.001) following walking. CONCLUSION: Even low intensity exercise such as walking on a walking workstation is effective for significantly reducing acute BP when compared to a normal work day.
ContributorsZeigler, Zachary (Author) / Swan, Pamela (Thesis advisor) / Buman, Matthew (Committee member) / Gaesser, Glenn (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of the current study was to use structural equation modeling-based quantitative genetic models to characterize latent genetic and environmental influences on proneness to three discrete negative emotions in middle childhood, according to mother-report, father-report and in-home observation. One primary aim was to test the extent to which covariance among the three emotions could be accounted for by a single, common genetically- and environmentally-influenced negative emotionality factor. A second aim was to examine the extent to which different reporters appeared to be tapping into the same genetically- and environmentally-influenced aspects of each emotion. According to mother- and father-report, moderate to high genetic influences were evident for all emotions, with mother- and father-report of fear and father-report of anger showing the highest heritability. Significant common environmental influences were also found for mother-report of anger and sadness in both univariate and multivariate models. For observed emotion, anger was moderately heritable with no evidence for common environmental variance, but sadness, object fear and social fear all showed modest to moderate common environmental influences and no significant genetic variance. In addition, cholesky decompositions examining genetic and environmental influences across reporter suggested that despite considerable overlap between mother-report and father-report, there was also reporter-specific variance on anger, sadness, and fear. Specifically, there were significant common environmental influences on mother-report of anger- and sadness that were not shared with father-report, and genetic influences on father-report of sadness and fear that were not shared with mother-report. In-home observations were not highly correlated enough with parent-report to support multivariate analysis for any emotion. Finally, according to both mother- and father-report, a single set of genetic and environmental influences was sufficient to account for covariance among all three negative emotions. However, fear was primarily explained by genetic influences not shared with other emotions, and anger also showed considerable emotion-specific genetic variance. In both cases, findings support the value of a more emotion-specific approach to temperament, and highlight the need to consider distinctions as well as commonalities across emotions, reporters and situations.
ContributorsClifford, Sierra (Author) / Lemery, Kathryn (Thesis advisor) / Shiota, Michelle (Committee member) / Eisenberg, Nancy (Committee member) / Arizona State University (Publisher)
Created2013
Description
Although anxiety may be developmentally appropriate, it can become problematic in some youth. From an ecological perspective, social systems, like family and friendships, are theorized to influence developmental trajectories toward (mal)adjustment, but empirical evidence is scant with regard to the relative impact of subjective satisfaction with family and friendship on anxiety problem development. This thesis study used a subsample of approximately 50% Hispanic/Latino clinic-referred youth (n = 71, ages 6-16 years). Overall, results suggest that the effect of friendship satisfaction on anxiety varied as a function of age but not ethnicity, such that there was a significant negative relationship between child-reported friendship satisfaction and anxiety levels for older children (approx. 9 years and older) but not for younger children. The effect of family satisfaction on anxiety also varied as a function of age, such that older children showed a positive relation between child reported family satisfaction and parent reported anxiety. Furthermore, a positive relation between family satisfaction and anxiety was found only for the H/L children. Post hoc analyses regarding cultural underpinnings of this finding and implications for future research are discussed, as are the results regarding differences between parent and child reports of anxiety.
ContributorsHumphrey, Julia (Author) / Pina, Armando A (Thesis advisor) / Doane, Leah (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
Dietary protein is known to increase postprandial thermogenesis more so than carbohydrates or fats, probably related to the fact that amino acids have no immediate form of storage in the body and can become toxic if not readily incorporated into body tissues or excreted. It is also well documented that subjects report greater satiety on high- versus low-protein diets and that subject compliance tends to be greater on high-protein diets, thus contributing to their popularity. What is not as well known is how a high-protein diet affects resting metabolic rate over time, and what is even less well known is if resting metabolic rate changes significantly when a person consuming an omnivorous diet suddenly adopts a vegetarian one. This pilot study sought to determine whether subjects adopting a vegetarian diet would report decreased satiety or demonstrate a decreased metabolic rate due to a change in protein intake and possible increase in carbohydrates. Further, this study sought to validate a new device called the SenseWear Armband (SWA) to determine if it might be sensitive enough to detect subtle changes in metabolic rate related to diet. Subjects were tested twice on all variables, at baseline and post-test. Independent and related samples tests revealed no significant differences between or within groups for any variable at any time point in the study. The SWA had a strong positive correlation to the Oxycon Mobile metabolic cart but due to a lack of change in metabolic rate, its sensitivity was undetermined. These data do not support the theory that adopting a vegetarian diet results in a long-term change in metabolic rate.
ContributorsMoore, Amy (Author) / Johnston, Carol (Thesis advisor) / Appel, Christy (Thesis advisor) / Gaesser, Glenn (Committee member) / Arizona State University (Publisher)
Created2012
Description
The current study expands prior work on children's coping with peer victimization by employing person-centered analyses to identify discrete classes of coping behavior, associations with children's maladjustment, and patterns of stability and change over time. Specifically, data were collected at two longitudinal time points from 515 middle school children who reported experiencing at least occasional peer victimization (284 girls, 231 boys; Mage = 8 years, 5 months, SDage = 10.38 months). Three active, behavioral coping strategies were examined: support seeking from teachers, support seeking from friends, and retaliation. A series of cross-sectional latent profile analyses suggested that coping styles may be characterized by 3 distinct classes: (1) support seeking, (2) retaliation, or (3) a combination of these strategies, labeled mixed strategy coping. Peer victimization, depression, and loneliness were included as concurrent covariates of class membership and results indicate that mixed strategy coping may put children at greater social and emotional risk, whereas both support seeking and retaliation may pose potential benefits in the face of victimization. Further, longitudinal latent transition analyses were conducted to examine the stability and change in coping over time, indicating that coping is largely dispositional, though has the potential to change, particularly among children who experience shifts towards greater maladjustment over time. Results emphasize mixed strategy coping - a coping style that is underrepresented in the current research - as both an important factor that may contribute to greater social and emotional difficulties and also as a potential transitioning point during which change in children's coping may be addressed.
ContributorsVisconti, Kari Jeanne (Author) / Kochenderfer-Ladd, Becky (Thesis advisor) / Ladd, Gary W (Thesis advisor) / Valiente, Carlos (Committee member) / Kochel, Karen (Committee member) / Arizona State University (Publisher)
Created2013