Matching Items (18)
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- All Subjects: race
- All Subjects: Anxiety
- All Subjects: Embodied Cognition
- Creators: Sanford School of Social and Family Dynamics
- Resource Type: Text
- Status: Published
Description
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
Description
Prior research suggests that African American adults are more likely than White adults to experience negative alcohol use outcomes such as alcohol use disorder (AUD) despite reporting lower rates of alcohol consumption. Research also shows that African Americans experience higher rates of depression, which can increase risk for alcohol consumption and AUD through drinking to cope. The current study examined the role of depressive symptoms and drinking to cope in alcohol consumption and AUD symptoms among White and Black/African American college students. Participants completed an online survey during the fall (T1) and spring semester (T2) of their first year of college (N = 2,168, 62.8% female, 75.8% White). Path analyses were conducted to examine whether depressive symptoms and drinking to cope mediated the association between race/ethnicity and alcohol consumption and AUD symptoms, as well as whether race/ethnicity moderated the associations between depressive symptoms, drinking to cope, and alcohol use outcomes. Results indicated that White participants had higher levels of depressive symptoms and alcohol consumption than African American participants. Drinking to cope at T1 was also associated with more depressive symptoms at T1, higher levels of alcohol consumption at T2, and higher levels of AUD symptoms at T2. Also, there was an indirect effect of depressive symptoms on AUD symptoms via drinking to cope. Results from multigroup path analyses suggested that depressive symptoms were more strongly associated with drinking to cope for White students than African American students. There were no significant racial/ethnic differences in the associations between depressive symptoms or drinking to cope and alcohol use outcomes. Future research should examine the roles of race, depression, and drinking to cope in alcohol use outcomes for college students.
ContributorsTaylor, Nicole (Author) / Su, Jinni (Thesis director) / Corbin, William (Committee member) / Chassin, Laurie (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
Previous research demonstrated the overall efficacy of an embodied language intervention (EMBRACE) that taught pre-school children how to simulate (imagine) language in a heard narrative. However, EMBRACE was not effective for every child. To try to explain this variable response to the intervention, the video recordings made during the four-day intervention sessions were assessed and emotion was coded. Each session was emotion-coded for child emotions and for child-researcher emotions. The child specific emotions were 1) engagement in the task, this included level of participation in the activity, 2) motivation/attention to persist and complete the task, as well as stay focused, and 3) positive affect throughout the session. The child-researcher specific emotions were 1) engagement with each other, this involved how the child interacted with the researcher and under what context, and 2) researcher’s positive affect, this incorporated how enthusiastic and encouraging the researcher was throughout the session. It was hypothesized that effectiveness of the intervention would be directly correlated with the degree that the child displayed positive emotions during the intervention. Thus, the analysis of these emotions should highlight differences between the control and EMBRACE group and help to explain variability in effectiveness of the intervention. The results did indicate that children in the EMBRACE group generally had a significantly higher positive affect compared to the control group, but these results did not influence the ability for the child to effectively recall or moderate the EEG variables in the post-test. The results also showed that children who interacted with the researcher more tended to be in the EMBRACE group, whereas children who did not interact with the researcher more frequently were in the control group, showing that the EMBRACE intervention ended up being a more collaborative task.
ContributorsOtt, Lauren Ruth (Author) / Glenberg, Arthur (Thesis director) / Presson, Clark (Committee member) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Culture is a living, dynamic concept that influences the lives of all human beings, making it one of the cornerstone building blocks of the human experience. However, there is a widespread assumption that culture matters more for some people than others. Recent studies have found evidence of a cultural (mis)attribution bias among psychologists, the tendency to exaggerate the role of cultural factors in the behavior of racial/ethnic minorities while simultaneously exaggerating the role of personal psychological factors in the behavior of the racial/ethnic majority (Causadias, Vitriol, & Atkins, 2018a; 2018b). This study aims to explore the cultural (mis)attribution bias, and how it manifests in the beliefs and attitudes of undergraduate students at ASU. Additionally, this paper will also explore the implications of those results and how to apply that knowledge to our daily interactions with the people around us.
ContributorsKwon, Woochan (Author) / Causadias, José (Thesis director) / Pedram, Christina (Committee member) / Korous, Kevin (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Objective: This study examined how the belief (internalization) in the model minority myth of achievement orientation and of unrestricted mobility relates to one’s social awareness of racial inequity and inequality in society (critical consciousness) amongst Asian American college students. Methods: Participants (N = 275, 67.7% female, M_age = 22.35) were recruited from Asian American ethnic studies classes, clubs and organizations and completed an online cross-sectional survey. Results: Results indicated that internalization of achievement orientation significantly correlated with levels of racial critical consciousness while unrestricted mobility did not. Conclusion: These findings extend research exploring the correlates of critical consciousness on internalization of racial stereotypes for Asian Americans.
ContributorsMatriano, Ronae (Author) / Yoo, Hyung Chol (Thesis director) / Atkin, Annabelle (Committee member) / Li, Wei (Committee member) / School of Social Transformation (Contributor) / School of Life Sciences (Contributor) / Hugh Downs School of Human Communication (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
An increasing number of veterans are transitioning from military service to college. Critical to academic success is the process of decision-making, which previous research has found to be influenced by a variety of factors including anxiety and working memory (WM). Many service-related conditions often influence anxiety and WM, and given the high prevalence of these conditions among veterans, the present study aimed to analyze the effects of working memory and anxiety on decision-making behavior in U.S. Military Veterans. Participants completed a large test battery including tasks assessing WM skills (Symmetry Span Task), anxiety (Beck Anxiety Inventory), and decision-making (Iowa Gambling Task). The study results indicated that WM and anxiety both play roles in decision-making performance in young military veterans. High anxiety is related to increased avoidance of adverse outcomes in decision-making for U.S. Military Veterans, while lower working memory span is associated with greater risk-taking behavior. This study provides both functional and clinical implications into areas of possible intervention that need to be assessed in military veterans, as well as modifications to these assessments that need to be made in order to appropriately measure decision-making behavior. Future work will be done in order to more effectively analyze the adverse impacts of service-related conditions and the ways in which intervention can be implemented in order to minimize these effects.
ContributorsTully, Mckayla Lynne (Author) / Azuma, Tamiko (Thesis director) / Gallagher, Karen (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Both dialogic reading and embodied cognition have showed to be effective strategies in the development of early literacy skills. Additionally, the use of electronic books has been found to also have a positive effect, including in combination with dialogic reading. The effectiveness of dialogic reading and embodied strategy while reading an e-book has not been compared. The purpose of the study is to determine if embodied cognition can improve dialogic reading practices and possibly offer a theoretical framework for why dialogical reading practices work. Additionally, this study aims to determine the impact of embodied cognition and dialogic reading on the development of both vocabulary and story recall skills in preschool-aged children. Twenty-nine preschool children between the ages of 3 and 5 years old took part in a matched pairs experiment that included reading an e-book. Children in the experimental groups received four readings of either an embodied cognition condition or a dialogic reading condition. Following the four readings, the groups switched treatment. The children who received the embodied cognition conditions scored significantly higher on both story recall and vocabulary acquisition compared to those in the dialogic reading and control groups. Results of the study suggest embodied cognition in conjugation with dialogic reading practices could provide a more effective and improved model for promoting early literacy skills.
ContributorsMedrano, Danielle Alessandra (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Gomez, Ligia (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
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
Description
Affluent children have been previously understudied and considerably neglected in developmental research due to the notion that they are "low risk." There is limited empirical research exploring the effects of parent involvement in affluent youth: specifically, the importance of the adolescent's perception that their mother/father do not spend as much time with them as they would like. The goals of the study were to explore the role of this dimension of perceived parental involvement in anxious-depressed symptoms, somatic symptoms, rule breaking behaviors and substance use with upper-class suburban youth. The sample was taken from the New England Study of Suburban Youth Cohort (NESSY) (Luthar & Latendresse, 2005b) consisting of 252 high school students in the 12th grade located in an affluent community in the Northeast. Results showed that the participants who indicated their fathers could have dinner with them more often if they tried presented significant group differences in anxious-depressed symptoms, somatic symptoms, and rule breaking behaviors while substance use trended towards significant. Thus, these data demonstrate that parent-child relationships are not only important for infant and child development, but are also an integral part of development of adaptive behaviors during adolescence. In addition, the data suggest the benefits from having strong, supportive, and stable relationships with not only mothers but with fathers as well. Results from post hoc analyses revealed perceived absence of fathers at dinnertime affects the adolescent more than the perceived absence of mothers at dinnertime. Finally, teens who indicated a need to spend more dinnertimes with their father may be suffering from a lack of open communication and opportunities to discuss social and emotional issues that are conducive to adolescent development and adjustment.
ContributorsOjeda, Johanna Alyssa Quiambao (Author) / Luthar, Suniya (Thesis director) / Glenberg, Arthur (Committee member) / Curlee, Alexandria (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Approximately 20% of youth experience mental health problems (Vasileva et al., 2021), and dimensions of early childhood temperament, specifically negative affectivity and effortful control, predict later mental health (Rothbart, 2007). Examining temperament using person-centered methods, particularly in stressful contexts, may improve our understanding of vulnerability to adolescent emotional problems. The current study examined whether specific patterns, or types, of infant temperament longitudinally predicted adolescent anxiety and depression symptoms and whether family relationship stress moderated this association. We hypothesized that infants with a Negative Dysregulated temperament would experience higher anxiety and depression symptoms in later childhood compared to those with a Typical Expressive temperament, and that family relationship stress would exacerbate this link. In an ongoing-longitudinal study of families with twins (N=563, 51% female, 29.8% Hispanic/Latinx, 58.4% White; Lemery-Chalfant et al., 2019), primary caregivers (PCs) reported on infant temperament at 12 months (IBQ; Gartstein & Rothbart, 2003, α=.74-.90). In a prior study (Murillo et al., 2023), latent profile analysis yielded three infant temperament types: Negative Dysregulated, Positive Well-Regulated, and Typical Expressive. PCs reported on partner strain (PSS; Schuster, Kessler, & Asseltine, 1990, α=.87) and family conflict (FCS; Porter & O’Leary, 1980, α=.80) at age 8 and a composite of these two measures represented Family Relationship Stress (r = .689). Confirmatory factor analysis was used to form Depression and Anxiety outcome composites based on PC (4 reports), secondary caregiver (2 reports), teacher (2 reports), and self-report (3 reports) measures of depression and anxiety symptoms collected from ages 8-11 (HBQ, Armstrong & Goldstein, 2003; BPI, Measelle et al., 1998, all α’s > .80). We randomly selected one twin from each pair and conducted regression analyses, and then used the second twin for an internal replication. Family relationship stress had a significant main effect on both anxiety and depressive symptoms. The Negative Dysregulated temperament type did not predict anxiety and depression at ages 8-11, however, it interacted with family relationship stress to predict anxiety and depression in 1 of 2 samples. When family relationship stress was low, the Negative Dysregulated type was significantly associated with higher anxiety and depression outcomes compared to the Typical Expressive type, and high family relationship stress was significantly associated with lower depression outcomes. Elucidating these longitudinal relations is important for informing early intervention and reducing the burden of adolescent psychopathology.
ContributorsSingh, Ajuni (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Corbin, William (Committee member) / Davis, Mary (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2023-12