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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Effortful Control Across Contexts: Leveraging Informant Discrepancies to Examine Effortful Control and Youth Adjustment among Ethnically Diverse Adolescents in Low-Income Communities

Description
This study aimed to utilize multiple informant reports to examine whether effortful control (EC) varies across the home and school context among ethnically diverse adolescents attending middle schools in low-income communities and how patterns of variation across context are differentiated by measures of academic functioning and risky behavior. 763 adolescents…

This study aimed to utilize multiple informant reports to examine whether effortful control (EC) varies across the home and school context among ethnically diverse adolescents attending middle schools in low-income communities and how patterns of variation across context are differentiated by measures of academic functioning and risky behavior. 763 adolescents (50.2% male; Mage = 12 years), their primary caregivers, and two teachers completed measures of adolescents’ EC. Adolescents reported on aspects of academic functioning and risky behavior. Archival data on grade point average (GPA) were collected from schools and adolescents completed the Go/No-Go computer task. Latent profile analysis revealed three reporting patterns: Equal at Home and School (EHS; 43%), Higher at Home and Lower at School (HHLS; 35%), and Lower at Home and Higher at School (LHHS; 22%). Relative to EHS adolescents, HHLS adolescents were less likely to have greater levels of self-reported EC and LHHS adolescents were more likely to have greater self-reported levels of EC. Regarding academic functioning, compared to the EHS adolescents, HHLS adolescents were less likely to have a higher and LHHS adolescents were more likely to have a higher accuracy rate on the Go/No-Go task and have a higher GPA. Compared to HHLS adolescents, LHHS adolescents were more likely to have a higher accuracy rate and a higher GPA. Further, compared to EHS adolescents, HHLS adolescents were more likely to have higher levels of externalizing behavior and the LHHS adolescents were less likely to have higher levels of externalizing behavior. Compared to HHLS adolescents, LHHS adolescents were less likely to have higher levels of externalizing behavior. This study highlights the importance of considering context in the study of EC and the potential use of multiple informants to identify meaningful variation across contexts. In addition, findings from this study can help inform decision-making in prevention and intervention efforts in support of academic outcomes for marginalized youth.
ContributorsPerez, Vanesa Marie (Author) / Gonzales, Nancy (Thesis advisor) / Tein, Jenn-Yun (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / De Los Reyes, Andres (Committee member) / Arizona State University (Publisher)
Created2023