Matching Items (10)
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- All Subjects: Adolescence
- Creators: Updegraff, Kimberly A
- Creators: Gonzales, Nancy A.
Description
The adaptation and integration of the mainstream and ethnic culture are important processes to understand as they have been associated with immigrant and minority youth's adjustment and family dynamics. However, few studies focusing on youth's cultural experiences have explored youth's active role in their own cultural development, and even less have explored youth's role in influencing parents' cultural development. In the current dissertation, two studies addressed these issues by using a within-family longitudinal design to explore 246 Mexican American youth's role in their own and their families' cultural development. The first study examined the reciprocal associations in parents' and two offspring's cultural values to examine developmental differences in parent-youth socialization processes. Overall, the importance of mothers' values was highlighted as a significant predictor of increases in youths' values, five years later. In addition, Study 1 highlighted situations where youth play an active role in their parents' cultural development as youths' lower endorsement of respect for elders values was associated with increases in fathers' value endorsement, five years later. The second study explored the associations between youth's imitation and de-identification from parents and parent-youth incongruence in Mexican and Anglo cultural orientations. Youths' active role in their cultural development was underscored, as youths' reports of de-identifying from parents were linked to more incongruence in parent-youth Anglo orientations. Further, important family characteristics (i.e., parent-youth warmth and demographic similarities) were shown to predict youths' more imitation and less de-identification from parents.
ContributorsPerez-Brena, Norma J. (Author) / Updegraff, Kimberly A (Thesis advisor) / Umaña-Taylor, Adriana J. (Committee member) / Dumka, Larry E (Committee member) / Glick, Jennifer E. (Committee member) / Arizona State University (Publisher)
Created2012
Description
Adolescent substance use carries a considerable public health burden, and early initiation into use is especially problematic. Research has shown that sensation seeking traits increase risk for substance use experimentation, but less is known about individual and contextual factors that can potentially protect against this risk. This study utilized a longitudinal sub sample of youth (N=567) from a larger study of familial alcoholism to examine sensation seeking in early adolescence (ages 10-15) and its relations to later substance use experimentation. Hypotheses tested whether individual executive control, parenting consistency, neighborhood disadvantage, and neighborhood ethnic concentration moderated sensation seeking’s effects on substance use experimentation using multilevel zero-inflated Poisson modeling. Across models, higher levels of sensation seeking were predictive of a higher likelihood of having initiated substance use, but sensation seeking was not significantly related to the number of different substance use classes tried. Only neighborhood disadvantage emerged as a significant moderator of the path from sensation seeking to substance use initiation. The strength of sensation seeking effects on substance use initiation increased as neighborhood disadvantage decreased below average levels, with the most advantaged neighborhoods exhibiting the strongest link between sensation seeking and substance use. There was also a trend towards the most disadvantaged neighborhoods exhibiting increased sensation seeking effects on substance use initiation. These results highlight the importance of focusing on relatively more advantaged areas as potentially risky environments for the externalizing pathway to substance use.
ContributorsJensen, Michaeline R (Author) / Gonzales, Nancy A. (Thesis advisor) / Chassin, Laurie (Thesis advisor) / Enders, Craig (Committee member) / White, Rebecca (Committee member) / Arizona State University (Publisher)
Created2016
Description
Segregation into own-gender peer groups, a common developmental pattern, has many potentially negative short- and long-term consequences. Understanding the social cognitive processes underlying intergroup processes may lead to a better understanding of, and a chance to improve, intergroup relations between boys and girls; however, until recently gender-typed cognitions have not received a lot of attention. Therefore, in two complementary studies, this dissertation examines developmental patterns and predictors of a particular type of social cognition, gender-based relationship efficacy (GBRE). The first study examines mean-level and interindividual stability patterns of GBRE longitudinally in two developmental periods: childhood and pre-adolescence. Specifically, the first study examined children’s and pre-adolescents’ GBRE toward own- (GBRE-Own) and other-gender (GBRE-Other) peers over a one-year period. Using a four factor repeated measures analysis of variance, the results indicated that GBRE-Own is significantly higher than GBRE-Other across both cohorts. GBRE-Other, however, increased from childhood to pre-adolescence. Stability and cross-lag effects were examined using a multi-group panel analysis and revealed that GBRE-Own and GBRE-Other were stable. Additionally, high levels of GBRE-Own led to lower levels of GBRE-Other one year later, but high levels of GBRE-Other led to higher levels of GBRE-Own. Implications for understanding segregation processes and suggestions for future research are discussed.
The second study examined potential affective/cognitive, behavioral, and contextual predictors of GBRE-Other in pre-adolescence. Several hypotheses were tested using panel models and regression analyses, but there was limited support. Results indicated that GBRE-Other predicted more positive attitudes toward other-gender peers and higher preferences for other-gender peer interaction and that, for boys, anxious attitudes toward other-gender peers negatively predicted GBRE-Other and, for girls, parental attitudes toward their children’s other-gender friendships negatively predicted GBRE-Other. The lack of significant findings in the second study should be interpreted cautiously. In general, GBRE is an important construct and more research is needed to fully understand the developmental progression and implications.
The second study examined potential affective/cognitive, behavioral, and contextual predictors of GBRE-Other in pre-adolescence. Several hypotheses were tested using panel models and regression analyses, but there was limited support. Results indicated that GBRE-Other predicted more positive attitudes toward other-gender peers and higher preferences for other-gender peer interaction and that, for boys, anxious attitudes toward other-gender peers negatively predicted GBRE-Other and, for girls, parental attitudes toward their children’s other-gender friendships negatively predicted GBRE-Other. The lack of significant findings in the second study should be interpreted cautiously. In general, GBRE is an important construct and more research is needed to fully understand the developmental progression and implications.
ContributorsField, Ryan David (Author) / Martin, Carol L (Thesis advisor) / DeLay, Dawn (Committee member) / Miller, Cindy F (Committee member) / Updegraff, Kimberly A (Committee member) / Arizona State University (Publisher)
Created2017
Description
In two complementary studies, I used an innovative ecological momentary assessment (EMA) design to examine associations between adolescents’ daily interactions with parents and peers and their mood states during two developmentally normative, yet demanding contexts: romantic relationships and the transition to college. The first study examined how adolescents’ daily romantic relationship experiences (e.g., romantic emotionality, conflict, affiliation) were related to negative affective states. Eighty-eight adolescent romantic couples (Mage = 16.74 , SD = 0.96; 44% Latina/o, 42% White) completed short electronic surveys twice-weekly for 12 weeks, which assessed their affective states and their relationship processes (24 total possible surveys). Results indicated that greater conflict and negative romantic emotionality predicted greater within-person fluctuations in same-day negative affect. Greater daily affiliation with a romantic partner predicted slightly lower levels of same-day negative affect; positive romantic emotionality did not significantly predict negative affect.
Study 2 examined first-year college students’ growth trajectories in positive and negative affect across the transition to college (i.e., spanning the entire first semester), predicted said trajectories and daily affective states. Participants were 146 first-year college students from a large southwestern university entering their first semester of college (Mage = 17.8, SD = 0.5). Electronic diary surveys were administered to students twice weekly between July and December of 2014, so as to span the transition to college and the entire first semester, and assessed daily affective states and interpersonal interactions. Results indicated that students decreased in their positive affect gradually across the first semester, but remained stable in their negative affect. Significant variability emerged around these average trends, and was predicted by indices of conflict and involvement with parents and friends. Generally, greater involvement with friends and parents was associated with greater positive and less negative affect, whereas greater conflict with these important social groups predicted greater negative affect. Together, these studies underscore the importance of positive attachments during developmentally-challenging contexts experienced in adolescence.
Study 2 examined first-year college students’ growth trajectories in positive and negative affect across the transition to college (i.e., spanning the entire first semester), predicted said trajectories and daily affective states. Participants were 146 first-year college students from a large southwestern university entering their first semester of college (Mage = 17.8, SD = 0.5). Electronic diary surveys were administered to students twice weekly between July and December of 2014, so as to span the transition to college and the entire first semester, and assessed daily affective states and interpersonal interactions. Results indicated that students decreased in their positive affect gradually across the first semester, but remained stable in their negative affect. Significant variability emerged around these average trends, and was predicted by indices of conflict and involvement with parents and friends. Generally, greater involvement with friends and parents was associated with greater positive and less negative affect, whereas greater conflict with these important social groups predicted greater negative affect. Together, these studies underscore the importance of positive attachments during developmentally-challenging contexts experienced in adolescence.
ContributorsRogers, Adam A (Author) / Updegraff, Kimberly A (Thesis advisor) / Ha, Thao (Committee member) / Iida, Masumi (Committee member) / Dishion, Thomas J (Committee member) / Arizona State University (Publisher)
Created2017
Description
Sexual risk taking is prevalent in adolescence, particularly among Latino teens, and can have serious consequences in the form of contraction of STIs, HIV, and increased risk of unintended pregnancy. Family contexts characterized by conflict and lack of support are antecedents of adolescent sexual risk taking, but evidence elucidating the mechanisms underlying this association is lacking. The current study sought to test two potential pathways to sexual risk taking within the framework of social developmental theory, among a sample of 189 Mexican origin adolescents and their caregivers interviewed in the 7th, 8th, and 12th grades. Structural equation modeling was utilized to examine pathways from 7th grade family risk to age of sexual initiation, number of lifetime sexual partners, and condom nonuse reported in the 12th grade. Deviant peer affiliations and academic engagement at 8th grade were tested as mediators of this relationship for boys and girls. Results confirm the importance of the family context, with family risk exerting direct effects on the number of lifetime sexual partners for both genders, and on age of sexual initiation for females only. Deviant peer affiliations serve as a mediator of family risk for males, but not females. When included in a model alongside deviant peers, academic engagement does not play the hypothesized mediating role between family risk and any of the sexual risk outcomes. Future research ought to consider additional mediators that better account for the relation between family risk and sexual risk taking among females.
ContributorsJensen, Michaeline R (Author) / Gonzales, Nancy A. (Thesis advisor) / Lopez, Vera (Committee member) / Millsap, Roger (Committee member) / Arizona State University (Publisher)
Created2012
Description
The present study was designed to extend previous research on early adolescents' involvement in electronic aggression and victimization. A new measure for electronic victimization and aggression was created for this study in order to better assess this type of peer harassment in early adolescence. The first goal of the study was to describe young adolescents' involvement in electronic aggression and victimization by exploring the links between electronic victimization and aggression and (a) youth demographic characteristics (e.g., gender, ethnicity), (b) involvement in traditional forms of aggression and victimization, and (c) gender of the aggression/victimization context (i.e., same-sex aggressor -victim versus other-sex aggressor- victim dyad). The second goal was to examine how electronic victimization and aggression were associated with self-esteem and relationship efficacy. Participants were 826 (49.9% female) 7th and 8th grade students (M age = 12.5 years old; SD = .67). Students were administered surveys during school hours. Results indicated that girls were more likely to be involved in both electronic aggression and victimization than boys. Further, girls were more likely to be both electronic aggressors and victims simultaneously than boys. Finally, those involved with electronic aggression reported higher levels of relationship efficacy than their peers and involvement as an aggressor/victim was associated with lower self-esteem than any other involvement category.
ContributorsMartin, Melissa (Author) / Updegraff, Kimberly A (Thesis advisor) / Ladd, Becky (Committee member) / Martin, Carol (Committee member) / Arizona State University (Publisher)
Created2013
Description
Pediatric anxiety disorders are highly prevalent and while pharmacological intervention seems to be an effective treatment, the validity of reported adverse side effects remains unclear. <br/><br/>Objective: To analyze the nature of evidence regarding adverse side effects in the pharmacological treatment of pediatric anxiety disorders. <br/><br/>Approach: A search using Google Scholar, PubMed, and PsychInfo was conducted for meta-analyses of pharmacological treatment of pediatric anxiety disorders as well as randomized controlled trials. The focus was on adverse events.<br/><br/>Results and Conclusion: Reportings of a limited number of adverse events were found among resources available to clinician and patient informed sources to inform pharmacological treatment of pediatric anxiety disorders. Only a small fraction of adverse side effects were found in the research literature. This finding raises concerns about making informed decisions to treat pediatric anxiety disorders with pharmacotherapy.
ContributorsMartin, Mark (Co-author) / Reyes, Trevin (Co-author) / Whooley, Max (Co-author) / Pina, Armando (Thesis director) / Benoit, Renee (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The thesis project merges interdisciplinary research to develop a self-directed creative intervention for immigrant youth, allowing them to make sense of their social and cultural identities. It takes research on self-awareness, multicultural identification, perceived belonging, and bibliotherapy to create a guided journal titled "Unearth," filled with art and writing prompts that are age-appropriate for adolescents and that serve as avenues for self-exploration. The project ultimately engages a focus group discussion to understand the usability and accessibility of the intervention.
ContributorsDizon, Arni Elyz (Co-author) / Nawrocki, Andie (Co-author) / Pina, Armando (Thesis director) / Benoit, Renee (Committee member) / Causadias, Jose (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Latinxs are one of the largest ethnic-racial minoritized groups in the U.S., with children and youth serving as the driving force of the population’s growth. Latinx children and youth living in the U.S. navigate their development within sociocultural contexts that present unique stressors (e.g., discrimination) and assets (e.g., biculturalism) that shape their development. Thus, when studying Latinx youth and families, it is critical to consider important individual, developmental, and contextual factors that enhance Latinx youth development. This includes studying culture-specific family processes (e.g., familism) as well as more universal general parent-child processes that are developmentally salient (e.g., parent-child conflict regarding everyday issues). Therefore, my two-study dissertation focuses on the integration of cultural and developmentally relevant factors in studying parent-child relationships among Latinx families. In Study 1, I use longitudinal data from 246 Mexican-origin families to examine developmental trajectories of parent-child conflict regarding everyday issues across 12 to 22 years of age. In charting parent-youth conflict trajectories, I examine how youth and parent familism values may serve as important cultural factors that are associated with variation in parent-youth conflict. In Study 2, I use a person-centered approach to examine constellations of parental warmth, parent-child conflict, and parental ethnic socialization among Latinx families with children in middle childhood and explore how different patterns of parent-child relationships emerge and how these patterns relate to child adjustment (i.e., academic competence, peer competence, and depressive symptoms). Guided by a family systems theory, both studies consider important nuance in parent-child dyads by examining gender dynamics in mother-child and father-child relationships. Together, the studies make an important contribution to the understanding of culturally and developmentally salient processes of parent-child relationships in Latinx families and provide research and practice implications for enhancing the lives of Latinx youth and families.
ContributorsSon, Daye (Author) / Updegraff, Kimberly A (Thesis advisor) / Su, Jinni (Committee member) / Jager, Justin (Committee member) / Elliott, Steve (Committee member) / Arizona State University (Publisher)
Created2023
Description
Familism values have been shown to have a multitude of benefits for Mexican American youth. Understanding different pathways of the adoption of familism values from adolescence and young adulthood, and predictors of these pathways, is critical. The current study assessed different classes of change in familism values across five waves from fifth grade to young adulthood, and fifth-grade predictors of these profiles, among a sample of 749 Mexican American youth. Univariate and growth mixture modeling was used to determine classes of familism change and found two classes—one class that showed small, insignificant declines across adolescence that accelerated into young adulthood and one class that showed significant declines across adolescence that stabilized and increased into young adulthood. The three-step procedure was then used to examine the following fifth-grade predictors of familism classes: family conflict, family cohesion, harsh parenting, parental acceptance, economic hardship, and perceived ethnic discrimination. Family conflict and perceived ethnic discrimination were significant predictors of familism class membership. Greater family conflict predicted a greater probability of being in the class of significant declines in familism across adolescence that stabilized and increased into young adulthood. Greater perceived ethnic discrimination predicted a greater probability of being in the class of small, insignificant decreases across adolescence that accelerated into young adulthood. Gender moderated the impact of family cohesion. For females, greater father-reported family cohesion predicted a greater probability of being in the class with significant declines during adolescence that stabilized and increased into young adulthood. For males, greater father-reported family cohesion predicted a greater probability of being in the class with slight, insignificant declines in adolescence that accelerated into young adulthood. Youth nativity moderated the impact of maternal acceptance. For youth born in the U.S., greater mother-reported acceptance predicted a greater probability of being in the class of slight, insignificant declines across adolescence that accelerated into young adulthood. For youth born in Mexico, greater mother-reported acceptance predicted a greater probability of being in the class of significant declines in familism across adolescence that stabilized and increased into young adulthood. Limitations and implications for prevention and future research are discussed.
ContributorsJenchura, Emily C. (Author) / Gonzales, Nancy A. (Thesis advisor) / Knight, George P (Committee member) / Grimm, Kevin J. (Committee member) / Perez, Marisol (Committee member) / Arizona State University (Publisher)
Created2019