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- All Subjects: Developmental Psychology
- All Subjects: parenting
- Creators: Bradley, Robert
- Creators: Doane, Leah D
Description
Although anxiety may be developmentally appropriate, it can become problematic in some youth. From an ecological perspective, social systems, like family and friendships, are theorized to influence developmental trajectories toward (mal)adjustment, but empirical evidence is scant with regard to the relative impact of subjective satisfaction with family and friendship on anxiety problem development. This thesis study used a subsample of approximately 50% Hispanic/Latino clinic-referred youth (n = 71, ages 6-16 years). Overall, results suggest that the effect of friendship satisfaction on anxiety varied as a function of age but not ethnicity, such that there was a significant negative relationship between child-reported friendship satisfaction and anxiety levels for older children (approx. 9 years and older) but not for younger children. The effect of family satisfaction on anxiety also varied as a function of age, such that older children showed a positive relation between child reported family satisfaction and parent reported anxiety. Furthermore, a positive relation between family satisfaction and anxiety was found only for the H/L children. Post hoc analyses regarding cultural underpinnings of this finding and implications for future research are discussed, as are the results regarding differences between parent and child reports of anxiety.
ContributorsHumphrey, Julia (Author) / Pina, Armando A (Thesis advisor) / Doane, Leah (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2013
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
This study investigated father-child Activation Theory and the impact of activative fathering on children's dysregulation and social skills. The sample followed 145 families of typically developing children across ages 4 to 6. Fathering and mothering behaviors were coded via naturalistic observations at child age 4, children's dysregulation was coded during a laboratory puzzle task at age 5, and children's social skills were rated by parents and teachers at age 6. Results found support for a constellation of activative fathering behaviors unique to father-child interactions. Activative fathering, net of mothering behaviors, predicted decreased behavioral dysregulation one year later. Support was not found for moderation of the relation between activative fathering and children's dysregulation by paternal warmth, nor was support found for children's dysregulation as a mediator of the relation between activative fathering and children's social skills. These results suggest that parenting elements of father-child activation are unique to fathering and may be more broadly observable in naturalistic contexts not limited to play activities alone. Additionally, activative fathering appears to uniquely influence children's self-regulatory abilities above and beyond identical mothering behavior. In the present work, paternal warmth was not a necessary for activative fathering to positively contribute to children's regulatory abilities nor did children's dysregulation link activative fathering to social skills.
ContributorsStevenson, Matthew (Author) / Crnic, Keith (Thesis advisor) / Dishion, Thomas (Committee member) / Bradley, Robert (Committee member) / Eisenberg, Nancy (Committee member) / Arizona State University (Publisher)
Created2014
Description
Family plays an important yet understudied role in the development of psychopathology during childhood, particularly for children at developmental risk. Indeed, much of the research on families has actually concentrated more on risk processes in individual family members or within-family subsystems. In general, important and complex associations have been found among family-related constructs such as marital conflict, parent-child relationships, parental depression, and parenting stress, which have in turn been found to contribute to the emergence of children's behavioral problems. Research has begun to emerge that certain family system constructs, such as cohesion, organization, and control may influence children's development, but this research has been limited by a focus on parent-reports of family functioning, rather than utilizing observational methods. With notable exceptions, there is almost no observational research examining families of children at developmental risk. This study examined the longitudinal relations among family risk and family system constructs, as well as how family systems constructs mediated the relations between family risk and child outcome. Further, the study examined how developmental risk moderated these relations. The sample followed 242 families of children with and without developmental risk across the transition-to-school period. Family risk factors were assessed at 5 years, using parental reports of symptomatology, parenting stress, and marital adjustment, and observational assessments of the parent-child relationship. Family system constructs (cohesion, warmth, conflict, organization, control) were measured at age 6 using structured observations of the entire family playing a board game. Child behavior problems and social competence were assessed at age 7. Results indicated that families of children with developmental delays did not differ from families of typically developing children on the majority of family system attributes. Cohesion and organization mediated the relations between specific family risk factors and social competence for all families. For families of typically developing children only, higher levels of control were associated with more behavior problems and less social competence. These findings underscore the importance of family-level assessment in understanding the development of psychopathology. Important family effects on children's social competence were found, although the pathways among family risk and family systems attributes are complex.
ContributorsGerstein, Emily Davis (Author) / Crnic, Keith A (Thesis advisor) / Aiken, Leona (Committee member) / Bradley, Robert (Committee member) / Gonzales, Nancy (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study drew upon a bioecological framework to empirically investigate the relations between environmental chaos and preschoolers' language across time, including the potentially mediating roles of children's effortful control and parenting. Child sex also was examined as a moderator of these relations. For this study, the following data were collected at 30, 42, and 54 months of age. Household chaos and (at 30 months) socioeconomic status (SES) were reported by mothers. Children's effortful control (EC) was rated by mothers and nonparental caregivers, and was observed during a number of laboratory tasks. Maternal vocalizations were assessed during free play sessions with their children (at 30 and 42 months), and supportive and unsupportive parenting behaviors and affect were observed during free play and teaching tasks at each age. Mothers also reported on their own reactions to children's negative emotions. Finally, (at 54 months) children's expressive and receptive language was measured with a standard assessment. Structural equation modeling and path analyses indicated that SES at 30 months and greater levels of household chaos at 42 months predicted not only poorer language skills, but also deficits in children's EC and less supportive parenting in low-income mothers at 54 months, even when controlling for stability in these constructs. Children's effortful control at 42 months, but not parenting, positively predicted later language, suggesting that EC may play a mediating role in the relations between household chaos, as well as SES, and preschoolers' language abilities. Child sex did not moderate the pattern of relations. Post-hoc analyses also indicated that the negative relation between chaos and language was significant only for children who had low EC at 42 months. This study represents a much-needed addition to the currently limited longitudinal research examining environmental chaos and children's developmental outcomes. Importantly, findings from this study elucidate an important process underlying the links between chaos and children's language development, which can inform interventions and policies designed to support families and children living in chaotic home environments.
ContributorsGaertner, Bridget Maria (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Hanish, Laura (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2012
Description
Data from the NICHD Study of Early Child Care and Youth Development (SECCYD) was used to study the role of child individual, parental, and environmental predictors of anxiety across childhood and adolescence. Longitudinal growth modeling was used to examine the influence of behavioral inhibition, parental control, parental anxiety and stressful life events on the developmental progression of anxiety from 4 to 15 years of age. Based on these data, it appears that there are significant developmental differences between the role of child individual, parental and environmental risk factors. These results highlight the importance of considering developmental factors when assessing and targeting risk for anxiety.
ContributorsZerr, Argero (Author) / Pina, Armando A (Thesis advisor) / Bradley, Robert H (Committee member) / Doane, Leah D (Committee member) / Varela, Roberto E (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study was to examine the longitudinal relations of maternal behaviors, children`s temperamental negative emotionality, and children`s emotion perception processes, including emotion perception accuracy (EPA) and emotion perception bias (EPB), to children`s conduct disorder symptoms in a normative sample. Separate structural equation models were conducted to assess whether parenting or children`s proneness to negative emotions at 24-30 (T2), 36-42 (T3) and 48-54 (T4) months predicted children`s EPA and EPB over time, and whether T3 and T4 children`s emotion perception processes were predictive of children`s conduct disorder at 72 months of age (T5). None of the hypothesized longitudinal relations was supported; however, other noteworthy results were observed. T3 children`s proneness to negative emotions was positively related to children`s concurrent bias toward anger. The latent constructs of negative parenting, children`s proneness to negative emotions, and the observed measure of children`s emotion perception accuracy showed stability over time, whereas the observed measures of children`s bias toward understanding distinct negative emotions were unrelated across time. In addition, children`s expressive language was predicted by children`s earlier emotion perception accuracy, which emphasized the importance of improving children`s emotion understanding skills during early years. Furthermore, the previously established negative relation between EPA and EPB variables was only partially supported. Findings regarding the relations between parenting, children`s negative emotionality and emotion perception processes are discussed from a developmental perspective.
ContributorsSeyed Nozadi, Sara (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Bradley, Robert (Committee member) / Eggum, Natalie (Committee member) / Arizona State University (Publisher)
Created2011
Description
Understanding how interpersonal relationships, such as parenting and sibling relationships, may contribute to early sleep development is important, as early sleep dysregulation has been shown to impact later sleep behavior (Sadeh & Anders, 1993), as well as cognitive and behavioral functioning (Gregory et al., 2006; Soffer-Dudek et al., 2011). In addition, twin studies provide an optimal opportunity to estimate genetic and environmental contributions to parenting, sibling relationships and child sleep, as they are influenced by both genetic and contextual factors. As such, the current thesis examined whether parental punitive discipline and sibling conflict were associated with child sleep duration, dysregulation and daytime sleepiness at 12 months, 30 months, and five years in a longitudinal sample of young twins recruited through birth records (Lemery-Chalfant et al., 2013). Mixed model regression analyses and quantitative behavioral genetic models (univariate and bivariate) were conducted to explore bidirectional relations and estimate genetic and environmental contributions to parental punitive punishment, sibling conflict and child sleep parameters. Sleep duration and dysregulation showed stability over time. Parental punitive discipline did not predict concurrent or future sleep parameters, nor were there bidirectional relations between punitive discipline and child sleep behaviors. Greater sibling conflict at five years was associated with shorter concurrent child sleep duration and greater daytime sleepiness, suggesting that sibling conflict may be a critical interpersonal stressor that negatively impacts child sleep. Shared environmental factors also accounted for the greatest proportion of the covariance between sibling conflict and sleep duration and daytime sleepiness at five years. These findings hold promise for sleep and sibling interaction interventions, including educating parents about fostering positive sibling relations and teaching caregivers to utilize specific parenting behaviors that may encourage better child sleep behaviors (e.g., establishing bedtime routines). Future studies should aim to understand the nuances of associations between family relationships (like punitive discipline and sibling conflict) and child sleep, as well as other explore person- and family-level factors, such as child negative emotions and parenting, that may influence associations between family relationships and child sleep.
ContributorsBreitenstein, Reagan Styles (Author) / Doane, Leah D (Thesis advisor) / Lemery, Kathryn (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study examined whether early adversity at 30-months moderated the heritability of common and individual components of EF at 8 years. It was hypothesized that early adversity would not moderate the common EF factor, but instead moderate individual EF components. The sample included 208 twin pairs from the Arizona Twin Project. Early Adversity, assessed at 30 months of age, included Parenting Daily Hassles, low perceived MOS social support, punitive punishment (Parental Responses to Child Misbehavior), home chaos (Confusion, Hubbub, and Order Scale), CES-D maternal depression, and low maternal emotional availability. EF at 8 years included the Eriksen Flanker Task, Continuous Performance Task, Digit Span Forward and Backward, and parent-reported Attentional Focusing and Inhibitory Control (Temperament in Middle Childhood Questionnaire). For both early adversity and EF, the first principal components were extracted as composites. A confirmatory factor analysis was also conducted to index common EF. Genetic analyses were tested on the common EF composites as well as each individual task using umx. Univariate models revealed genetic influences on all individual measures and common EF, with broad sense heritability from .22 (Digit Span Backwards) to .61 (parent-reported inhibitory control). Shared environmental influences were found for the Flanker Task (.13) and parent-reported inhibitory control (.24), and E was moderate to high (.40-.73) for all measures except parent-report inhibitory control (.15) and attentional focusing (.31). Moderation of heritability was not observed in for Digit Span Forward, Digit Span Backward, and Attentional Focusing. However, the nonshared environment was moderated for Common EF, and the Flanker Task, and additive genes and the nonshared environment were moderated for the Continuous Performance Task and Inhibitory Control. Generally, total variance decreased as early adversity increased, suggesting that homes with low levels of adversity may allow children to interact with more proximal processes that can promote EF development.
ContributorsRea-Sandin, Gianna (Author) / Lemery-Chalfant, Kathryn (Thesis advisor) / Elam, Kit (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2018
Description
The tendency for psychopathology to aggregate within families is well-documented, though little is known regarding the level of specificity at which familial transmission of symptomology occurs. The current study first tested competing higher-order structures of psychopathology in adolescence, indexing general and more specific latent factors. Second, parent-offspring transmission was tested for broadband domain specificity versus transmission of a general liability for psychopathology. Lastly, genetic and environmental mechanisms underlying the familial aggregation of psychopathology were examined using nuclear twin-family models. The sample was comprised of five hundred adolescent twin pairs (mean age 13.24 years) and their parents drawn from the Wisconsin Twin Project. Twins and parents completed independent diagnostic interviews. For aim 1, correlated factors, bifactor, and general-factor models were tested using adolescent symptom count data. For aim 2, structural equation modeling was used to determine whether broadband domain-specific transmission effects were necessary to capture parent-offspring resemblance in psychopathology above and beyond a general transmission effect indexed by the latent correlation between a parental internalizing factor and offspring P-factor. For aim 3, general factor models were fitted in both generations, and factor scores were subsequently extracted and used in nuclear twin-family model testing. Results indicated that the bifactor model exhibited the best fit to the adolescent data. Familial aggregation of psychopathology was sufficiently accounted for by the transmission of a general liability. Lastly, the best fitting reduced nuclear twin-family model indicated that additive genetic, sibling-specific shared environmental, and nonshared environmental influences contributed to general psychopathology. Parent-offspring transmission was accounted for by shared genetics only, whereas co-twin aggregation was additionally explained by sibling-specific shared environmental factors. Results provide novel insight into the specificity and etiology of the familial aggregation of psychopathology.
ContributorsOro, Veronica (Author) / Lemery-Chalfant, Kathryn (Thesis advisor) / Chassin, Laurie (Committee member) / Doane, Leah D (Committee member) / Arizona State University (Publisher)
Created2019