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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- All Subjects: Developmental Psychology
- Creators: Luthar, Suniya
Description
The current study examined the unique influence of emotional childhood abuse on positive and negative aspects of different types of social relationships (e.g., family, spouse/partner, and friends) in midlife and whether genetic variations of the oxytocin receptor gene (OXTR) moderated these associations. Genetic variations in OXTR are measured by single-nucleotide polymorphisms (SNPs), which have been the most substantially studied prospects for explaining individual differences in socio-behavioral phenotypes. Specifically, an SNP, rs53576, involving a guanine (G) to adenine (A) substitution located in the third intron of the OXTR has been associated with fundamental aspects of social processes and behaviors. Compared to A carriers, individuals homozygous for the G allele have enhanced social competencies and tend to elicit more positive responses from social partners, consequently increasing the overall quality of social relationships across the lifespan. However, the G allele of the OXTR has also been associated with greater social sensitivity. In the current study, conducted among a sample of 614 adults in midlife, it was shown that emotional childhood abuse was significantly associated with having less supportive and more strained relationships in midlife. Regarding supportive family relationships, the effect of emotional childhood abuse was moderated by the OXTR rs53576 polymorphism. Specifically, under conditions of more emotional abuse in childhood, individuals homozygous for the G allele had more supportive family relationships in midlife compared to A carriers. Overall, the findings suggest that genetic variations of OXTR rs53576 may be an important candidate in understanding the development of social relationship functioning within the context of negative early life experiences.
ContributorsEbbert, Ashley Marie (Author) / Infurna, Frank (Thesis advisor) / Corbin, William (Committee member) / Lemery, Kathryn (Committee member) / Luthar, Suniya (Committee member) / Arizona State University (Publisher)
Created2018
Description
Students at High Achieving Schools (HASs) have recently been identified as an at-risk population, and excessive pressure to excel is considered the cause of this maladjustment. However, the specific aspects of pressure that lead to these outcomes have yet to be comprehensively explored. In two schools, one public and one independent, this study examined multiple constructs potentially implicated: feelings of pressure to succeed from different sources (parents, teachers, coaches, the self, and friends) and total felt pressure. Also considered are dimensions of being overextended across commitments, including hours of sleep, homework, and levels of associated strain and enjoyment. These indices were all examined in relation to adolescents’ internalizing and externalizing symptoms, as well as feelings of disengagement with school, after controlling for attachment to both parents. Results showed that total felt pressure, and pressure felt from the self, were most notably related to internalizing symptoms and disengagement with school. Additionally, strain from commitments showed unique links with depression, anxiety, and negative feelings about school. Finally, enjoyment from different commitments showed robust links with feelings about school. Overall, the different pressure predictors showed sporadic links with externalizing behaviors and substance use. Findings are discussed in terms of directions for interventions as well as future research with HAS populations.
ContributorsBenoit, Renee, L (Author) / Luthar, Suniya (Thesis advisor) / Infurna, Frank (Committee member) / Benitez, Viridiana (Committee member) / Arizona State University (Publisher)
Created2019