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: Spinrad, Tracy L
Description
Using data from an eight-year longitudinal study of 214 children's social and emotional development, I conducted three studies to (1) examine patterns of agreement for internalizing (INT) and externalizing (EXT) symptomatology among different informants (mothers, fathers, teachers, and adolescents) using a recently developed structural equation modeling approach for multi-trait, multi-method data; (2) examine the developmental trajectories for INT and EXT and predict individual differences in symptom development using temperament and parenting variables; and (3) describe patterns of INT and EXT co-occurrence and predict these patterns from temperament and parenting. In Study 1, longitudinal invariance was established for mothers', fathers' and teachers' reports over a six-year period. Sex, age, and SES did not substantially moderate agreement among informants, although both sex and age were differentially related to symptomatology depending on the informant. Agreement among teachers and mothers, but not among mothers and fathers, differed by domain of symptomatology, and was greater for EXT than for INT. In Study 2, latent profile analysis, a person-centered analytic approach, did not provide easily interpretable patterns of symptom development, a failure that is likely the result of the relatively modest sample size. Latent growth curve models, an alternative analytic approach, did provide good fit to the data. Temperament and parenting variables were examined as predictors of the latent growth parameters in these models. Although there was little prediction of the slope, effortful control was negatively related to overall levels of EXT, whereas impulsivity and anger were positively related. Mutually responsive orientation, a measure of the parent-child relationship, was a more consistent predictor of EXT than was parental warmth. Furthermore, the relation between mutually responsive orientation and EXT was partially mediated by inhibitory control. Across informants, there were few consistent predictors of INT. In Study 3, latent profile analysis was used to classify individuals into different patterns of INT and EXT co-occurrence. In these models, a similar class structure was identified for mothers and for teachers. When temperament and parenting were examined as predictors of co-occurring symptomatology, few significant interactions were found and results largely replicated prior findings from this data set using arbitrary symptom groups.
ContributorsSulik, Michael John (Author) / Eisenberg, Nancy (Thesis advisor) / Spinrad, Tracy L (Thesis advisor) / Lemery-Chalfant, Kathryn (Committee member) / Wolchik, Sharlene A (Committee member) / Arizona State University (Publisher)
Created2013
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
Effortful control (EC), the regulatory component of temperament, has been found to predict various types of developmental outcomes (Eisenberg et al., 2016). Parenting behaviors have been found to predict and be predicted by children’s EC. However, existing findings on the magnitude and direction of the relations between parenting behaviors and children’s EC are not conclusive. Thus, to help resolve replication crisis and obtain more comprehensive findings from both published and unpublished studies and from diverse populations, I conducted a meta-analysis of the existing literature focusing on the direction of effects and magnitude of the longitudinal relations between parenting behavior and children’s EC. In this work, two research questions were addressed: 1) What were the magnitudes of the prediction from parenting behaviors to later children’s EC, and of the prediction from children’s EC to later parenting behaviors? 2) If heterogeneity existed among relations between parenting behaviors and children’s EC, was the variance explained by a) publication status, and b) other moderators, such as sample characteristics, types of EC and parenting behaviors, and aspects of study design? Using 2506 effect sizes from 271 studies, I found significant small to moderate effect sizes for both the overall parent effect and the overall child effect. Further, heterogeneity existed among both the parent and the child effects. Moderators including child age, race and ethnicity, types of parenting behaviors, types of children's EC, method similarity of parenting versus EC, and consistency of informants were found to explain the heterogeneity of parent effects. Moderators including child age, child gender, family structure (i.e., whether the household has two parents), parent gender, types of parenting behaviors, the measurement of EC, method similarity of parenting versus EC, and consistency of informants were found to explain the heterogeneity of child effects. Based on results of the overall effects, tests of publication bias, and moderation analyses, I provided theoretical and methodological implications and related future directions. Strength, limitations, and implications for intervention studies or practices of the present review were also discussed.
ContributorsXu, Xiaoye (Author) / Spinrad, Tracy L (Thesis advisor) / Eisenberg, Nancy (Committee member) / Causadias, José M (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Arizona State University (Publisher)
Created2022
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
Description
Within a positive youth development framework, Lerner and colleagues posited that youth and young adults are societal assets that support the pillars of democracy and incite community contribution through the development of individual character strengths. Strengths might include hope and civic attitudes, which researchers have linked to numerous positive outcomes; however, connections to civic behaviors are largely unknown. Developmentally, shifting identities, excitement about the future, and an introduction into formal citizenship within U.S. society characterize the emerging adulthood period. Emerging adulthood is also characterized by burgeoning relationships and service opportunities, particularly on college campuses. These factors make emerging adulthood a prime context in which to investigate the aims of the current study, which centered on investigation of the development of hope and civic attitudes, and how each contributed to civic engagement including interpersonal prosocial behavior, community volunteering, and political behaviors. Effortful control was hypothesized to play a role in relations as an intrapersonal factor that implicated relations between hope and civic attitudes and outcomes, and was therefore included as a moderator. Sample consisted of 217 emerging adults (~ 67% female, 58% White, 30% Pell-grant eligible, 19-20 years old) across three time points at a major university in the southwest U.S. from spring 2019 to spring 2020. Path models, structural equation models, and moderation analyses evidenced direct relations between hope and interpersonal prosocial behavior. Civic attitudes directly related to community volunteering and political engagement. Transactional relations between hope and civic engagement were not apparent. Similarly, moderation analyses showed no interactive effects between hope and civic attitudes and effortful control on study outcomes. Findings evidenced stability in hope and civic attitudes across early emerging adulthood and invited future work investigating the development of each in early adolescence and later emerging adulthood. Future interventions might prioritize the development of hope in efforts to increase interpersonal prosociality and civic attitudes to increase volunteering and political engagement among emerging adults, where civic engagement has been historically low. Overall, findings supported hope and civic attitudes as hallmarks of positive youth development with the potential to uniquely contribute to community enhancement in emerging adulthood.
ContributorsFraser, Ashley Michelle (Author) / Spinrad, Tracy L (Thesis advisor) / Bryce, Crystal I (Committee member) / Eisenberg, Nancy (Committee member) / Morris, Stacy L (Committee member) / Arizona State University (Publisher)
Created2021
Description
Prosocial behavior refers to voluntary acts done to benefit another. To date, there is little work examining children’s prosocial behavior toward outgroup members. Across several multi-method multi-informant data sets, I used various statistical methods (e.g., latent change score analysis, mediation and moderation analyses) to examine the predictors, correlates, and development of children’s prosocial behavior toward various outgroup members (e.g., gender, race). In Study 1, I examined the relation between preschoolers’ other-gender friendships and their prosocial behavior toward other-gender peers. Findings showed support for the hypothesis that cross-gender friendships are positively associated with children’s prosocial behavior toward other-gender peers over time. Further, children’s prosocial behavior toward other-gender peers positively predicted children’s later gender attitudes suggesting that fostering intergroup prosocial behavior could be a potentially effective solution to reduce intergroup prejudice. To capture the multifaceted nature of social identities, in Study 2, I examined children’s prosocial behavior toward various ingroup and outgroup members with the intention of exploring the degree of ingroup-ness and testing the transfer effect of intergroup contact. Findings showed that cross-gender friendships were positively predictive of school-age children’s prosocial behavior toward diverse others. Further, cross-race friendships are related to children’s diverse prosocial behavior indirectly through children’s race-based sympathy. Study 3 extended the previous two studies by testing both Intergroup Contact Theory and Social Identity Theory and taking into consideration the social identity of oneself (versus the targets of prosocial behavior). Specifically, I examined the central component of gender identity: children’s perceived same-gender similarity and other-gender similarity, as well as children’s same- and other-gender friendships. Results showed that only intergroup friendships, but not children’s gender identity, were related to children’s prosocial behavior toward same- and other-gender peers. In sum, this basic research has potential to shed light on ways to promote equity and inclusion across various social groups early in development.
ContributorsXIAO, XINYUE (Author) / Spinrad, Tracy L (Thesis advisor) / Martin, Carol Lynn (Thesis advisor) / Eisenberg, Nancy (Committee member) / DeLay, Dawn (Committee member) / Arizona State University (Publisher)
Created2020