Matching Items (11)
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- All Subjects: Developmental Psychology
- All Subjects: Adjustment (Psychology) in children
- All Subjects: Japan
- All Subjects: Well-being
- Genre: Academic theses
- Creators: Nakagawa, Kathryn
Description
This study explored female identity formation, of Ethiopian women and women of Ethiopian heritage as they participate in a coffee (buna) ceremony ritual. The study is anchored in the theoretical framework of a sociocultural perspective which enabled an examination of culture as what individuals do and believe as they participate in mutually constituted activities. Participants in Ethiopia were asked to photograph their daily routine beginning from the time they awoke until they retired for the night. Thematic analysis of the photographs determined that all participants depicted participation in the Ethiopian coffee ceremony in their photo study. Utilizing the photographs which specifically depicted the ceremony, eight focus groups and one interview consisting of women who have migrated from Ethiopia to Arizona, responded to the typicality of the photographs, as well as what they liked or did not like about the photographs. Focus groups were digitally recorded then transcribed for analysis. A combination of coding, extrapolation of rich texts, and identifying themes and patterns were used to analyze transcripts of the focus groups and interview. The findings suggest that this context is rich with shared meanings pertaining to: material artifacts, gender socialization, creation of a space for free expression, social expectations for communal contributions, and a female rite of passage.
ContributorsPlatt, Jennifer Brinkerhoff, 1971- (Author) / Arzubiaga, Angela (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Cyberbullying has emerged as one of educators' and researchers' chief concerns as the use of computer mediated communication (CMC) has become ubiquitous among young people. Many undesirable outcomes have been identified as being linked to both traditional and cyberbullying, including depression,truancy, and suicide. America and Japan have both been identified as nations whose youth engage frequently in the use of CMC, and may be at a potentially higher risk to be involved in cyberbullying. Time spent using CMC has been linked to involvement in cyberbullying, and gender and age have, in turn, been linked to CMC use - these may play significant roles in determining who is at risk. In order to assess the effects of nationality, gender, and age on cyberbullying involvement among Japanese and American middle school students, a survey exploring these factors was developed and carried out with 590 American and Japanese middles school students (Japan: n = 433 and America: n = 157). MANOVA results indicated that that Americans tend to both use CMC more and be more involved in cyberbullying. In addition, Japanese involvement increased with age, while American involvement did not. There were minimal differences between Americans and Japanese with regards to traditional bullying.
ContributorsLerner, David (Author) / Nakagawa, Kathryn (Thesis advisor) / Caterino, Linda (Thesis advisor) / Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal ethnographic method. This study focuses on the emic terms that Japanese preschool teachers use to explain their practices, such as amae (dependency), omoiyari (empathy), sabishii (loneliness), mimamoru (watching and waiting) and garari (peripheral participation). My analysis suggests that sabishii, amae, and omoiyari form a triad of emotional exchange that has a particular cultural patterning and salience in Japan and in the Japanese approach to the socialization of emotions in early childhood. Japanese teachers think about the development of the class as a community, which is different from individual-centric Western pedagogical perspective that gives more attention to each child's development. Mimamoru is a pedagogical philosophy and practice in Japanese early childhood education. A key component of Japanese teachers' cultural practices and beliefs about the pedagogy of social-emotional development is that the process requires the development not only of children as individuals, but also of children in a preschool class as a community. In addition, the study suggests that at a deeper level these emic concepts reflect more general Japanese cultural notions of time, space, sight, and body. This dissertation concludes with the argument that teachers' implicit cultural practices and beliefs is "A cultural art of teaching." Teachers' implicit cultural practices and beliefs are harmonized in the teachers' mind and body, making connections between them, and used depending on the nuances of a situation, as informed by teachers' conscious and unconscious thoughts. The study has also shown evidence of similar practices and logic vertically distributed within Japanese early childhood education, from the way teachers act with children, to the way directors act with teachers, to the way government ministries act with directors, to the way deaf and hearing educators act with their deaf and hearing students. Because these practices are forms of bodily habitus and implicit Japanese culture, it makes sense that they are found across fields of action.
ContributorsHayashi, Akiko (Author) / Tobin, Joseph (Thesis advisor) / Eisenberg, Nancy (Committee member) / Nakagawa, Kathryn (Committee member) / Fischman, Gustavo (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as "bullies" experience different types of emotional reactions than those identified as "victims." Findings revealed that children who identified as self-reported victims tended to report higher levels of internalizing feelings. However, contradictory to what was hypothesized, the victim group also reported higher levels of being mad. Specific patterns arose between the types of attributions that victimized and non-victimized children made, where the children who identified more frequently as being victims tended to report that they believed bullying took place due to reasons that were more personal in nature and more stable. Lastly, findings also revealed similarities in the ways victimized children coped with bullying.
ContributorsRandall, Megan (Author) / Caterino, Linda C (Thesis advisor) / Nakagawa, Kathryn (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2013
Description
This multiple case study examined Mexican mothers' beliefs on social and moral development in light of their adaptation to the United States. Super and Harkness' (1986, 2002) ecocultural framework and more specifically, the concept of the developmental niche, guided the analysis. Participants were five Mexican immigrant mothers living in the Phoenix metropolitan area with children between three and four years old. Using participant observation, mothers were shadowed during the day for a period of nine months and were interviewed four times. Additionally, a Q-sort activity on cultural values and a vignette activity were conducted. Evidence of continuity in the importance given to traditional beliefs such as being "bien educado" (proper demeanor) and showing "respeto" (respect) was found. However, the continuity on the teaching of cultural values was accompanied by changes in beliefs and practices. The traditional construct of a "chipil child" (a needy, whiny child) was connected to the idea that mothers somehow need to restrict how much affection, time and gifts they give to their children. This concern was in turn related to the higher access to consumption goods in the United States. It is argued that acculturation is lived differently by mothers, according to their educational attainment, use of expert advice and contact and knowledge with American mainstream culture.
ContributorsFuster, Delia Tamara (Author) / Arzubiaga, Angela (Thesis advisor) / Tobin, Joseph (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT The major hypothesis tested in this research is that the psychological well-being and life satisfaction of elderly adult individuals can be predicted from religiosity (organizational and non-organizational religious beliefs and behaviors). The sample consisted of 142 adults between the ages of 65-90, with the majority in the 65-70 age group (48%) (SD = 1.176). The entire sample resides in the state of Arizona, in both urban and rural communities. Participants were administered a questionnaire which requested demographic information, and three instruments: the Duke University Religion Index (the DUREL), and the Affect Balance Scale and the Life Satisfaction Index - Z (LSIZ). Correlational and Multiple regression analyses were used to examine the relation between these adults' psychological well-being, life satisfaction and their religiosity. Independent t-tests were also used to examine possible sex, ethnic and religiosity effects on psychological well-being and life satisfaction. Findings revealed that psychological well-being and life satisfaction are higher when religiosity is higher, regardless of sex or ethnicity. These findings are consistent with those of previous research in this field.
ContributorsMoreno-Weinert, Inez (Author) / Moore, Elsie (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Ladd, Becky (Committee member) / Cohen, Adam (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. The participants for this study were a subsample of a nationally representative sample used in the standardization of the Woodcock-Johnson III Tests of Cognitive Abilities and the Woodcock-Johnson III Tests of Achievement, Normative Update (Woodcock, McGrew, & Mather, 2007). Participants were between 5 years old and 18 years old (N = 4721; mean of 10.98 years, median of 10.00 years, standard deviation of 3.48 years), and were 50.7% male and 49.3% female. Structural equation models supported the theoretical suggestion that broad cognitive processes play significant and specific roles in the development of mathematical skills among children and adolescents. Implications for school psychology researchers and practitioners are discussed.
ContributorsCalderón, Carlos Oreste (Author) / Caterino, Linda (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Knight, George (Committee member) / Mcgrew, Kevin (Committee member) / Arizona State University (Publisher)
Created2012
Description
The associations among teacher-student relationships (e.g., close, conflictual, and dependent), peer victimization, internalizing (e.g., sadness, loneliness, and anxiety), and school attitudes (e.g., avoidance, liking) were investigated in a sample of 153 (76 boys and 77 girls) racially diverse (42% Latino and 46% White) third grade students and their teachers (N = 30: 15 T1; 15 T2). Specifically, a two year longitudinal design was used in which data were gathered using self and teacher questionnaires which were administered during the spring of third grade and then a year later when children were in fourth grade. Findings showed that conflictual and overly dependent teacher-student relationships were positively correlated with peer victimization; however, closeness as a quality of teacher-student relationships was not associated with peer victimization, internalizing, school liking, or school avoidance. Support for the hypothesis that teacher-student relationships moderated the relations between peer victimization and internalizing was mixed. Specifically, conflictual teacher-student relationships were found to exacerbate the effects of victimization on internalizing problems whereas no such relationships were found for close or dependent relationships. Taken together, findings from this study offer further evidence that the relationships students form with their teachers, especially conflictual and overly dependent teacher-student relationships, contribute to their psychological development, and may be especially influential for children who are victimized by classmates.
ContributorsKremer, Paul Kenneth (Author) / Kochenderfer-Ladd, Becky J (Thesis advisor) / Moore, Elsie (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2010
Description
Despite some prevailing attitudes that bullying is normal, relatively innocuous behavior, it has recently been recognized as a serious problem in schools worldwide. Victimized students are more likely to evidence poor academic and semi-academic outcomes, experience social difficulties, and drop out of school in comparison to their non-victimized peers. Although anti-bullying programs have proliferated during the last decade, those aimed at helping children cope with bullying often suffer from a lack of basic research on the effectiveness of children's responses to bullying. The focus of this study was to delineate the ways in which elementary school-aged children typically cope with peer victimization, then to examine which strategies reduce future risk for harassment and associated adjustment problems to inform prevention and intervention program development. A cohort-sequential design was used to examine the effectiveness of children's strategies for coping with peer victimization. The sample included 317 children (157 boys; 49.5% Caucasian, 50.5% Hispanic; M age =10 years 5 months at T1) who were surveyed in the Fall and Spring of two academic years. Confirmatory factory analysis was used to validate the factor structure of the coping measure used and internal reliability was verified. Comparison of means indicated differences in children's coping based upon sex and age. For example, girls tend to cope more emotionally and cognitively, while boys are more behavioral in their coping. Regression results indicated that a number of specific relationships were present between coping, victimization, loneliness, and anxiety. For example, support seeking behavior was effective at decreasing victimization for younger children (fourth graders) who experienced high initial victimization. In contrast, revenge seeking behavior was predictive of increased victimization for both girls and highly victimized students. Problem solving was effective at reducing adjustment problems over time for younger students and, although results for older students were non-significant, it appears to be a promising strategy due to a lack of association with negative future outcomes. Results highlight the importance of identifying influential characteristics of individual children in order for prevention and intervention programs to successfully decrease the incidence and adverse impact of bullying behavior.
ContributorsPolasky, Sarah Anne (Author) / Kochenderfer-Ladd, Becky (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Moore, Elsie G. J. (Committee member) / Arizona State University (Publisher)
Created2010
Description
The field of developmental psychology often underrepresents Latinx individuals within their corpus of published scholarship. In the area of lifespan identity development this is particularly evident from the scarcity of Latinx life story narratives. In addition, Latinx family parenting styles is an underdeveloped area of scholarship. At the same time, a robust literature base demonstrates that for youth from non-dominant culture families, ethnic racial identity increases measures of adaptive well-being and academic achievement. Because academic achievement for Latinx students does not proportionately reach levels of educational success as compared to whites, research investigating foundations of ethnic racial identity within Latinx families is warranted. This investigation extends parenting style literature within the field of developmental psychology by exploring inter-generational practices of Latinx families. Participants within this study include mothers of Mexican descent who have earned at least one Master's degree, a level of high academic achievement attained by only 10 percent of adults within the U.S. Each Latina mother, ranging in age from 36 to 63 years, participated in two or more semi-structured interviews. Protocols were based on McAdams's life story interview; McAdams's life story narrative analysis, based upon Erikson's lifespan theory of identity development, provided a model of analysis. In addition, transcripts of participant interviews, totaling more than twelve hours, were analyzed according to themes of parenting styles and family socialization practices. Familial ethnic socialization was embedded within routines and practices of mothers' families of orientation. Mothers employed a concerted cultivation parenting style within their families of procreation. In alignment with McAdams's framework, mothers narrated life stories in a redemptive manner. In other words, a negative life event was conveyed as having a positive outcome. Implications from my study inform scholars and can offer usable information for parent and teacher education by means of contextualized family activities and parental practices gleaned from participants' life story narratives.
ContributorsMulligan, Anne (Author) / Nakagawa, Kathryn (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Moore, Elsie (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2018