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Description
This study examined the mediating role of children's self-reported appraisals in the relation between interparental conflict intensity and child adjustment. Both parent-reported and child-reported conflict intensity were used as predictor variables. Findings suggested that children's total appraisals mediated the relationship between child-reported conflict intensity and all four outcome variables (conduct disorder, depression, anxiety, and total adjustment). Additionally, children's appraisals of negative evaluation by others mediated the relationship between child-reported conflict intensity and depression, and both rejection and negative evaluation by others mediated the relationship between child-reported conflict intensity and anxiety. Only one mediational relationship was established when assessing conflict intensity through parent report, with children's appraisals of harm to others mediating the relationship between parent-reported conflict intensity and anxiety. Findings from this study outline the importance of assessing conflict and appraisals from the child's perspective as results indicated a higher level of mediating effects of child appraisals in the relation between conflict and child outcomes when assessing conflict from the child's perspective.
ContributorsBeard, Rachelle (Author) / Miller, Paul A. (Thesis advisor) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study investigated the relationship between school start times and academic and school behavioral outcomes among adolescents. Academic achievement test data from five high schools in a Southwestern school district were compared prior- and post- a school start time change. Behavioral discipline reports were also examined to determine if earlier start times resulted in more behavioral problems for students. Results indicated minimal changes in academic achievement scores, with some significant differences between school start times when examining students' performance by pass/fail categories. Behaviorally, there were statistically significant differences between school start times with regards to high frequency referrals (i.e., attendance-related and defiance and disrespect towards authority), and total Office Discipline Referrals. Results are discussed in relationship to previous research on sleep and school start times along with the implications for adolescent school performance.
ContributorsBrown, Ashley (Author) / Caterino, Linda C (Thesis advisor) / Balles, John (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences students’ career decision-making self-efficacy. CaMPs incorporates exposure to career role models, as well as career research and self-reflection. CaMPs proivides students with learning disabilities first-hand accounts of successful career professionals, to assist them in setting academic and career goals that are aligned to their personal strengths. This mixed methods study develops and evaluates a career based innovation for high school students and reviews the relationship between the innovation and students’ self-efficacy. Students completed a self-efficacy survey (Career Decision Self-Efficacy - Short Form: CDSE) before and after the implementation of the CaMPs program. A t-test comparing pre- and post-survey scores indicated that there was a significant increase in self-efficacy after completion of the program. Qualitative data revealed changes in students’ career interests and new considerations to their career preparation process after participating in the CaMPs innovation. This study will be useful in the development of career programs for high school students, particularly those with learning disabilities, to assist them in choosing and preparing for their future careers.
ContributorsCook, Jeffrey (Author) / Caterino, Linda C (Thesis advisor) / Carlson, David L. (Committee member) / Dawes, Mary E (Committee member) / Arizona State University (Publisher)
Created2017