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
Parenting practices have been commonly studied as important predictors of children’s social outcomes in European American families. However, researchers have rarely investigated relations between parental factors and child social outcomes in families living in sub-Saharan regions, such as Mozambique. This study investigated longitudinal relations between mothers’ perceived social support, mothers’ parenting behaviors, and children’s social competence during middle childhood using longitudinal data from the Mozambique site of the Family Migration and Early Life Outcomes (FAMELO) project (N = 609; Wave 1 child Mage = 8.96 years; 49.6% female). Mothers reported their perceived social support, parenting practices (i.e., parental engagement, modeling, monitoring), and children’s social competence. The half-longitudinal mediation model did not support the hypothesized indirect effects from maternal social support to parenting practices, and parenting practices to children’s social competence. However, mothers’ social support positively predicted their modeling behaviors and children’s social competence. Moreover, “parent effects” and “child effects” were found between maternal parenting practices and children’s social competence across two years, but relations were not always as hypothesized or consistent with within-time relations. Mothers’ engagement and monitoring behaviors at Wave 1 negatively predicted children’s social competence at Wave 2. Children’s social competence at Wave 1 negatively predicted maternal modeling behaviors and positively predicted maternal monitoring behaviors at Wave 2. The pattern of associations between mothers’ parenting practices and children’s social competence did not differ for boys and girls. This study provided novel information suggestive of longitudinal associations among mothers’ social support, maternal parenting practices, and children’s social competence in middle childhood and shed light on the complex transactions between mothers and children in Mozambican families. Suggestions for future research were provided to facilitate a better understanding of the support mothers perceived from their social networks, parenting behaviors, and child social development in the sub-Saharan African context.
ContributorsLee, Yen-Lin (Author) / Eggum, Natalie D (Thesis advisor) / Bradley, Robert H (Committee member) / Hayford, Sarah R (Committee member) / Spinrad, Tracy L (Committee member) / Arizona State University (Publisher)
Created2023
Description
Although researchers often conceptualize shyness as stable across different situations (e.g., Rubin, Coplan, & Bowker, 2009), evidence has suggested that shyness may consist of situation-specific components (e.g., Asendorpf, 1990a; 1990b; Gazelle & Faldowski, 2014; Xu & Farver, 2009). This study was aimed at developing a systematic measurement tool for situational shyness in adolescence, as well as examining the relations between situational shyness and other popular measures of shyness and between situational shyness and adjustment. A sample of Chinese adolescents (N = 492) from an urban school participated in the study during 7th (T1) and 8th (T2) grades. Adolescents self-reported their situational shyness using a new measure of hypothetical scenarios, as well as their general shyness, anxious shyness, regulated shyness, depressive symptoms, and loneliness. Peers reported adolescents’ general and conflicted shyness, and popularity and peer rejection. The school provided records of their academic achievement (exam scores).
Exploratory and confirmatory factor analyses of the situational shyness measure consistently supported that shyness in the hypothetical scenarios can be separated into three components: shyness with familiar peers, shyness with unfamiliar peers, and shyness in formal situations. These components had differential associations with other measures of shyness. Self-reported general and anxious shyness were related consistently to shyness with unfamiliar peers and in formal situations, and occasionally to shyness with familiar peers. Self-reported regulated shyness was not related to self-reported shyness in any situation. Peer-reported conflicted shyness was associated with shyness with familiar and unfamiliar peers, whereas peer-reported general shyness was associated with shyness with unfamiliar peers and in formal situations. Moreover, situational shyness showed differential relations to maladjustment. Shyness with familiar peers was associated positively with maladjustment in multiple domains, especially academic and peer difficulties. Shyness with unfamiliar peers and shyness in formal situations, in contrast, were associated primarily with internalizing problems. In addition, shyness with unfamiliar peers and in formal situations occasionally related to positive adjustment, suggesting shyness in specific situations may still be protective in contemporary urban China. The findings provided new evidence that the correlates of shyness depend on the situation in which shyness occurs, and may inform future intervention programs.
Exploratory and confirmatory factor analyses of the situational shyness measure consistently supported that shyness in the hypothetical scenarios can be separated into three components: shyness with familiar peers, shyness with unfamiliar peers, and shyness in formal situations. These components had differential associations with other measures of shyness. Self-reported general and anxious shyness were related consistently to shyness with unfamiliar peers and in formal situations, and occasionally to shyness with familiar peers. Self-reported regulated shyness was not related to self-reported shyness in any situation. Peer-reported conflicted shyness was associated with shyness with familiar and unfamiliar peers, whereas peer-reported general shyness was associated with shyness with unfamiliar peers and in formal situations. Moreover, situational shyness showed differential relations to maladjustment. Shyness with familiar peers was associated positively with maladjustment in multiple domains, especially academic and peer difficulties. Shyness with unfamiliar peers and shyness in formal situations, in contrast, were associated primarily with internalizing problems. In addition, shyness with unfamiliar peers and in formal situations occasionally related to positive adjustment, suggesting shyness in specific situations may still be protective in contemporary urban China. The findings provided new evidence that the correlates of shyness depend on the situation in which shyness occurs, and may inform future intervention programs.
ContributorsAn, Danming (Author) / Eggum-Wilkens, Natalie D (Thesis advisor) / Spinrad, Tracy L (Committee member) / Eisenberg, Nancy (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Arizona State University (Publisher)
Created2019