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Description
Research regarding social competence is growing rapidly, but there remain a few aspects of social development that merit more attention. The presented pair of studies were planned to address two such areas in the social development literature, specifically the longitudinal trajectories of social competence and the role of social competence in second language development in language minority (LM) students. The goal of the first investigation was to examine the developmental trends of interpersonal skills (IS) across the early childhood and elementary school years in a nationally representative, U.S. sample. The goal of the second study was to examine whether differing trajectories of IS development in language minority children in the U.S. were related to their language and literacy (LL) skills at grade 5. Both studies utilized data from the Early Childhood Longitudinal Study - Kindergarten Class of 1998-1999 and modeled ratings of children's IS at five time points between fall of kindergarten and spring of fifth grade using latent class growth analyses in Mplus. In study 1, the best model was a quadratic two-class latent class growth analysis. Trajectory class 1 was a higher-level path with a marginally significant non-linear shape and class 2 was a primarily stable, moderate level path with a slight, non-significant increase over time. The same pattern of results emerged for both boys and girls separately as with the combined-sex model, and in all three final models the proportion of the sample in the higher-level class was greater than the moderate-level class. In study 2 a sample of U.S. children whose primary language at home was something other than English was utilized. LL at the start of kindergarten and sex were included as covariates and LL in fifth grade as a distal outcome. The best model for the data was a cubic two-class latent class growth analysis. Class 1 followed a higher-level path with small, incremental change over time and class 2 was a moderate-level path with greater undulation. Both covariates significantly predicted latent class and language and literacy scores at grade 5 differed significantly across classes.
ContributorsDiDonato, Alicia (Author) / Wilcox, M. Jeanne (Thesis advisor) / Bradley, Robert (Committee member) / Wilkens, Natalie (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
Guided by Belsky's Determinants of Parenting Process Model, the goal of the present study was to examine how mothers' personality (i.e., Conscientiousness) and behaviors (i.e., sensitivity, structure, and negative control) relate to children's developmental outcomes, such as internalization (i.e., committed compliance and effortful control) and academic adaptation. A multi-method, longitudinal model included five waves of data to examine the processes of the relations among variables. Mothers' Conscientiousness was measured via self-reported data when children were 18 months of age (N = 256), mothers' parenting behaviors were measured through observational laboratory tasks when children were 30 months (N = 230), children's internalization was measured using mothers' and caregivers' reports as well as observational data at 42 months (N = 210), and children's school adaptation was measured when children were 72 and 84 months (Ns = 169 and 144) using mothers' and teachers' reports. Through a series of regression analyses, the results supported the mediated effect of effortful control in the relation between mothers' behaviors and children's school adaptation. As hypothesized, mothers' Conscientiousness marginally predicted children's internalization. Contrary to hypotheses, mothers' Conscientiousness was unrelated to parenting behaviors and children's academic adaptation. Mothers' sensitivity interacted with maternal structure to predict children's effortful control. Socioeconomic status and child sex interacted with mothers' behaviors in predicting the child's committed compliance. The discussion focuses on the unique role of parenting practices and personality on children's internalization and academic adaptation and on the existing literature. Implications of the study for clinicians and intervention researchers are offered.
ContributorsKopystynska, Olena (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study described the multimodal communication patterns of college students and their parents, and examined how face-to-face and mediated communication frequencies relate to parental idealization and relational quality. Undergraduate students (N = 678) completed an online survey that assessed indicators of idealization (idealistic distortion and positive affect thinking), relational quality (relational/communication satisfaction, and relational closeness), and the frequency of face-to-face and mediated parental communication. Results indicated that average college students communicate with their primary parent 23 times per week, mostly via phone calls, text messaging, and face-to-face interaction. The frequency of mediated communication was positively related to both indicators of idealization and both indicators of relational quality. Moreover, idealization partially mediated the relationship between mediated communication frequency and relational quality. The frequency of face-to-face communication was inversely related to positive affect thinking. Indirect effects were also detected, such that face-to-face communication was negatively related to both indicators of relational quality as a function of positive affect thinking. Finally, this study examined whether students experience different levels of parental idealization and relational quality depending on whether their parent is geographically close or geographically distant, and whether they reside with their parent. Results indicated that students who live geographically distant from their parent experienced greater levels of idealization and relational quality than did student who live geographically close to yet separate from their parent, who reported greater levels of idealization and relational quality than students who live with their parent. These results were interpreted using concepts from interpersonal, family, and computer-mediated communication. Limitations and directions for future research were discussed.
ContributorsBryant, Erin M (Author) / Ramirez Jr., Artemio (Thesis advisor) / Floyd, Kory (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2012
Description
The present study tested 1) whether children’s bedtimes, wake times, and sleep
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
ContributorsBerger, Rebecca Hilary (Author) / Valiente, Carlos (Thesis advisor) / Eisenberg, Nancy (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2015