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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- Creators: Gonzales, Nancy
Description
The rates of anxiety, depression, and attempted suicide for transgender individuals are extremely elevated relative to the general population. Yet, little research has been conducted about the transgender population regarding social transition (an individual presenting as their authentic/true gender, one different than the gender they were assigned at birth, in the context of everyday life) and parental acceptance. Both of which have been shown to impact the mental health of transgender individuals. The purposes of this study were: (1) To characterize a sample of transgender adults on their age of awareness of their authentic gender identity and their age of social transition. (2) Examine whether age of social transition, (3) parental acceptance, and (4) the gap in time between age of awareness and age of social transition (awareness-transition gap) were related to mental health. (5) Examine whether parental acceptance was related to age of social transition or to awareness-transition gap. (6) Examine whether age of social transition or awareness-transition gap interact with parental acceptance as correlates of mental health. The sample consisted of 115 transgender adults, ages 18 to 64. Measures were separated into 7 subheadings: demographics, transgender
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
on-cisgender identity, age of awareness, age of social transition, primary caregiver acceptance, secondary caregiver acceptance, and mental health. Hypotheses were partially supported for age of social transition with mental health, parental acceptance with mental health, and awareness-transition gap with parental acceptance. This study investigated under studied concepts of social transition and parental acceptance that appear to have an effect on the mental health of transgender adults.
ContributorsRosenberg, Beth Ann (Author) / Gonzales, Nancy (Thesis director) / Saenz, Delia (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / College of Public Service and Community Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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 (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