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
ABSTRACT The major hypothesis tested in this research is that the psychological well-being and life satisfaction of elderly adult individuals can be predicted from religiosity (organizational and non-organizational religious beliefs and behaviors). The sample consisted of 142 adults between the ages of 65-90, with the majority in the 65-70 age group (48%) (SD = 1.176). The entire sample resides in the state of Arizona, in both urban and rural communities. Participants were administered a questionnaire which requested demographic information, and three instruments: the Duke University Religion Index (the DUREL), and the Affect Balance Scale and the Life Satisfaction Index - Z (LSIZ). Correlational and Multiple regression analyses were used to examine the relation between these adults' psychological well-being, life satisfaction and their religiosity. Independent t-tests were also used to examine possible sex, ethnic and religiosity effects on psychological well-being and life satisfaction. Findings revealed that psychological well-being and life satisfaction are higher when religiosity is higher, regardless of sex or ethnicity. These findings are consistent with those of previous research in this field.
ContributorsMoreno-Weinert, Inez (Author) / Moore, Elsie (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Ladd, Becky (Committee member) / Cohen, Adam (Committee member) / Arizona State University (Publisher)
Created2012
Description
This multiple case study examined Mexican mothers' beliefs on social and moral development in light of their adaptation to the United States. Super and Harkness' (1986, 2002) ecocultural framework and more specifically, the concept of the developmental niche, guided the analysis. Participants were five Mexican immigrant mothers living in the Phoenix metropolitan area with children between three and four years old. Using participant observation, mothers were shadowed during the day for a period of nine months and were interviewed four times. Additionally, a Q-sort activity on cultural values and a vignette activity were conducted. Evidence of continuity in the importance given to traditional beliefs such as being "bien educado" (proper demeanor) and showing "respeto" (respect) was found. However, the continuity on the teaching of cultural values was accompanied by changes in beliefs and practices. The traditional construct of a "chipil child" (a needy, whiny child) was connected to the idea that mothers somehow need to restrict how much affection, time and gifts they give to their children. This concern was in turn related to the higher access to consumption goods in the United States. It is argued that acculturation is lived differently by mothers, according to their educational attainment, use of expert advice and contact and knowledge with American mainstream culture.
ContributorsFuster, Delia Tamara (Author) / Arzubiaga, Angela (Thesis advisor) / Tobin, Joseph (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2012
Description
The associations among teacher-student relationships (e.g., close, conflictual, and dependent), peer victimization, internalizing (e.g., sadness, loneliness, and anxiety), and school attitudes (e.g., avoidance, liking) were investigated in a sample of 153 (76 boys and 77 girls) racially diverse (42% Latino and 46% White) third grade students and their teachers (N = 30: 15 T1; 15 T2). Specifically, a two year longitudinal design was used in which data were gathered using self and teacher questionnaires which were administered during the spring of third grade and then a year later when children were in fourth grade. Findings showed that conflictual and overly dependent teacher-student relationships were positively correlated with peer victimization; however, closeness as a quality of teacher-student relationships was not associated with peer victimization, internalizing, school liking, or school avoidance. Support for the hypothesis that teacher-student relationships moderated the relations between peer victimization and internalizing was mixed. Specifically, conflictual teacher-student relationships were found to exacerbate the effects of victimization on internalizing problems whereas no such relationships were found for close or dependent relationships. Taken together, findings from this study offer further evidence that the relationships students form with their teachers, especially conflictual and overly dependent teacher-student relationships, contribute to their psychological development, and may be especially influential for children who are victimized by classmates.
ContributorsKremer, Paul Kenneth (Author) / Kochenderfer-Ladd, Becky J (Thesis advisor) / Moore, Elsie (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2010