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Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

ContributorsJohnson, Benjamin Howard (Co-author) / Scheller, Sara (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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The transition from high school to college is marked by many changes, one of the most significant being the increased accessibility of alcohol, putting college students at high risk for alcohol-related consequences. It is imperative to identify factors that can protect young adults against these risks during this critical period.

The transition from high school to college is marked by many changes, one of the most significant being the increased accessibility of alcohol, putting college students at high risk for alcohol-related consequences. It is imperative to identify factors that can protect young adults against these risks during this critical period. Although peers become increasingly influential in college, extant literature has shown that parents still have an impact on their children's behavior during this time. While parents spend less time with their children after college matriculation, they may indirectly protect against risky drinking behaviors by instilling certain values into their children before they make this transition. Using data from a large sample of students during their senior year of high school and their freshman year of college, the current study sought to examine interactive effects of parental communication and parental knowledge and caring on drinking behavior, and the extent to which internalization of personal drinking values mediate these effects. The primary study hypotheses were tested using path analysis conducted in Mplus 7.0. Full information maximum likelihood (FIML) estimation was utilized to estimate missing data and bootstrapping was used to address non-normality in the data. Results showed that, for those whose parents were high in knowledge and caring, higher levels of communication were associated with lower risk for alcohol use and problems at wave 3 through less permissive drinking values at wave 1. This finding has important implications for prevention approaches designed to reduce risk for heavy drinking and related problems during the transition to college.
ContributorsHartman, Jessica Danielle (Author) / Corbin, William (Thesis director) / Knight, George (Committee member) / Chassin, Laurie (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2015-05
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Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Depression, anxiety, and suicidal thoughts or actions are on the rise in adolescents (National Institute of Mental Health, 2015; Bridge, Asti, & Horowitz, 2015). Parents, school administrators, and therapists are searching for resiliency factors with in at-risk groups to aid students in need. In previous work, Luthar and Zigler (1992)

Depression, anxiety, and suicidal thoughts or actions are on the rise in adolescents (National Institute of Mental Health, 2015; Bridge, Asti, & Horowitz, 2015). Parents, school administrators, and therapists are searching for resiliency factors with in at-risk groups to aid students in need. In previous work, Luthar and Zigler (1992) reported that intelligent youth are more resilient than less intelligent youth under low stress conditions but they lose their advantage under high stress conditions. This study examined whether intelligence (reflected in grade point average; GPA) and maladaptive (internalizing and externalizing symptoms) behaviors are negatively related in adolescents, and tested whether level of stress, reflected in emotion regulation and friendship quality, moderated that association. It also probed whether the relationships differ by gender. Sixth-graders (N=506) were recruited with active parental consent from three middle schools. Adolescents completed self-report questionnaires Regarding demo graphics, maladaptive behaviors, emotion regulation, and friendship quality, and GPA data were collected from the school. Regression analyses found that GPA was negatively related to externalizing symptoms. Girls with poor friendship communication report significantly higher maladaptive behaviors. This relation was more pronounced for girls with high GPAs, as predicted. Results support the theory that intelligent female adolescents are more reactive under adverse circumstances. Future efforts should follow students through middle school into high school to evaluate whether friendships remain important to adjustment, hold for boys as well as girls, and have implications for relationship interventions.
ContributorsGonzales, Ashlyn Carol (Author) / Luthar, Suniya (Thesis director) / Davis, Mary (Committee member) / Infurna, Frank (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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In a cross memoir and essay format, I examine what connection barriers veterans face when communicating with civilians. I interviewed veterans after adapting an interview schedule and model release form. Additionally, I researched creative nonfiction, guided autobiography, and Posttraumatic Stress Disorder. I chose to focus mainly on soldiers returning from

In a cross memoir and essay format, I examine what connection barriers veterans face when communicating with civilians. I interviewed veterans after adapting an interview schedule and model release form. Additionally, I researched creative nonfiction, guided autobiography, and Posttraumatic Stress Disorder. I chose to focus mainly on soldiers returning from recent conflicts. Once I collected my interviews, I synthesized the stories I heard with personal memoir. The thesis focuses on three parts: coming home, communication barriers, and connection. Weaving in both my personal reflection and the voices of the soldiers I interviewed, I evaluate possible ways veterans and civilians fail to connect. I address the discrepancy between the apparent warm reception of soldiers and the feelings of disconnection soldiers express by noting the ways in which both the solider and the civilian struggle to communicate. Looking at reintegration struggles, I briefly note the transition difficulty post deployment soldiers face. From the responses I received, I reflect on how empty gestures, perceived ignorance, and an outsider effect contribute to communication barriers between soldiers and veterans. While I address how ignorance can be broken down into misunderstanding military jargon, detaching from war, hearing euphemisms, and having expectations, I also consider the ways in which situation and vagueness surrounding the war contribute to communication barriers surrounding perceived ignorance. From my reflection of communication barriers, I offer tools for soldiers and veterans making connections. I recommend that both soldiers and civilians stay informed about the military engagements as best they can, deconstruct expectations and generalizations, use empathy and active listening, and start being direct. Knowing the nuanced complexity of war and communication, I weave in my own reflections in contribution to the larger conversation.
ContributorsFletcher, Jessica Marie (Author) / Wells, Cornelia (Thesis director) / deLusé, Stephanie (Committee member) / Department of Psychology (Contributor) / Department of English (Contributor) / College of Letters and Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
In recent years, social media has become more prevalent as a platform for political discussion and organization, especially among younger voters. This study sought to determine the relationship between social media use and the formation and evolution of political identity among undergraduate college students. The three research questions created for

In recent years, social media has become more prevalent as a platform for political discussion and organization, especially among younger voters. This study sought to determine the relationship between social media use and the formation and evolution of political identity among undergraduate college students. The three research questions created for study are as follows: how does peer discussion impact political participation, how do news outlets impact political ideology, and what is the perceived effectiveness of online activism. Results revealed that peer discussion does not significantly impact political participation, that news outlets most often reinforce the user's original position, and that online activism is most commonly seen as an effective medium for awareness. Overall, it appears that social media use does have a mild impact on a user's political identity formation and evolution.
ContributorsWhile, Grace (Co-author) / Curry, Laura (Co-author) / Cheong, Pauline (Thesis director) / Kwon, Kyounghee (Committee member) / School of Criminology and Criminal Justice (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
With the assistance of my thesis committee, I created a podcast to fulfill my objective of interviewing survivors of sexual abuse/grooming practices and their support systems. I utilized this method to have in-depth discussions and provide people with a safe space to share their experiences. By doing so, we were

With the assistance of my thesis committee, I created a podcast to fulfill my objective of interviewing survivors of sexual abuse/grooming practices and their support systems. I utilized this method to have in-depth discussions and provide people with a safe space to share their experiences. By doing so, we were able to reflect on the areas in which professionals can improve on recognizing signs of abuse in their communities. My goal was to show how training teachers to recognize signs of trauma is essential for effectively assisting the population we serve. Ultimately, this came down to what instruction was taught in the Teachers College. Curricula centered on properly managing trauma in the classroom, including sexual abuse, should be required for courses in the upper and lower division degree program for Mary Lou Fulton Teachers College.
ContributorsReineke, Lindsay (Author) / Panneton, Teresa (Thesis director) / Goodman, Brian (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-12
Description

Aphasia is an impairment that affects many different aspects of language and makes it more difficult for a person to communicate with those around them. Treatment for aphasia is often administered by a speech-language pathologist in a clinical setting, but researchers have recently begun exploring the potential of virtual reality

Aphasia is an impairment that affects many different aspects of language and makes it more difficult for a person to communicate with those around them. Treatment for aphasia is often administered by a speech-language pathologist in a clinical setting, but researchers have recently begun exploring the potential of virtual reality (VR) interventions. VR provides an immersive environment and can allow multiple users to interact with digitized content. This exploratory paper proposes the design of a VR rehabilitation game –called Pact– for adults with aphasia that aims to improve the word-finding and picture-naming abilities of users to improve communication skills. Additionally, a study is proposed that will assess how well Pact improves the word-finding and picture-naming abilities of users when it is used in conjunction with speech therapy. If the results of the study show an increase in word-finding and picture-naming scores compared to the control group (patients receiving traditional speech therapy alone), the results would indicate that Pact can achieve its goal of promoting improvement in these domains. There is a further need to examine VR interventions for aphasia, particularly with larger sample sizes that explore the gains associated with or design issues associated with multi-user VR programs.

ContributorsGringorten, Rachel (Author) / Johnson, Mina (Thesis director) / Rogalsky, Corianne (Committee member) / English, Stephen (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / College of Health Solutions (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2023-05
Description

This study is a systematic review of the current literature surrounding intergenerational trauma in Southeast Asian (SEA) immigrant/refugee families. This review was guided upon using the 2020 PRISMA criteria and framework. After a parallel search across several databases, 14 articles were qualified for inclusion after reviewing exclusion criteria. Across these

This study is a systematic review of the current literature surrounding intergenerational trauma in Southeast Asian (SEA) immigrant/refugee families. This review was guided upon using the 2020 PRISMA criteria and framework. After a parallel search across several databases, 14 articles were qualified for inclusion after reviewing exclusion criteria. Across these articles, five main aims were examined: the effect of trauma on parent mental health, the effect on child mental health, the effect on parenting, the effect on family dynamics/relationship, and an exploratory aim on current recommended interventions. The literature indicated that negative mental health outcomes were often present in parents and affected the quality of parenting. Child mental health was negatively affected through close interactions with the parent. Certain parenting behaviors and styles were associated with traumatized parents, which led to the development of attachment issues in children. Family dynamics and relationships were impacted by conflicting cultures and beliefs they were raised with in the United States and the ones taught at home by their parents. Current recommendations for interventions involve therapy, understanding culture and context of trauma, and as well as utilizing the support and influence of the community. There are many gaps in current research and more examination of intergenerational trauma amongst SEA populations is needed to better understand this complex issue in order to improve the relationship between parents, children, and overall family suffering from the effects of intergenerational trauma. Further recommendations for research, gaps in literature, and implications for this study are explored.

ContributorsCao, Christina (Author) / Cruz, Rick (Thesis director) / Tran, Giac-Thao (Committee member) / Barrett, The Honors College (Contributor) / School of Public Affairs (Contributor) / Department of Psychology (Contributor)
Created2023-05
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Description

Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University,

Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.

ContributorsBowe, Emily (Author) / Kappes, Janelle (Thesis director) / Panneton, Teresa (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05