Matching Items (9)
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- All Subjects: Developmental Psychology
- All Subjects: Families--Psychological aspects.
- Creators: Updegraff, Kimberly
- Member of: Theses and Dissertations
- Resource Type: Text
- Status: Published
Description
The study of tomboys offers useful insights for the field of gender development. Tomboys have been the focus of several studies aimed at defining what a tomboy is (Bailey, Bechtold, & Berenbaum, 2002; Plumb & Cowan, 1984; Williams, Goodman, & Green, 1985) and what it means for children and adults who are tomboys (Morgan, 1998; Williams et al., 1985). These and further questions necessitate understanding the correlates and consequences for children exhibiting tomboy behaviors. This study aims to address these gaps in the literature as part of a longitudinal study assessing children's gendered attitudes, relationships, and beliefs. A group of 4th grade girls (N=98), were administered questionnaires asking them about their tomboy gender identity and related behaviors and beliefs. The first research question concerns how we identify tomboys through parent, teacher, and child self-report, and the application of groupings of tomboys as never, sometimes, and always tomboys. It was found that children who fall into different classifications of tomboyism differ on their similarity to own- and other-sex peers on a number of dimensions (e.g. similarity, peer preference, activity preference). Never tomboys had the most similarity and interest to own-sex peers, always tomboys, to other-sex peers, and sometimes tomboys exhibited the most flexibility with interest similar to both own- and other-sex peers. Peer-related adjustment consequences and experiences were considered for the different groups of tomboys, with always tomboys being the most efficacious with other-sex peers, never tomboys being the most efficacious with own-sex peers, and sometimes tomboys showing both own- and other-sex peer interactions and the least exclusion of any group.
ContributorsEngland, Dawn (Author) / Martin, Carol L (Thesis advisor) / Zosuls, Kristina (Committee member) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2012
Description
The current study expands prior work on early adolescents’ impression management in the classroom by developing a self-report measure that was used to explore students’ endorsement of four academic self-presentation strategies (i.e., exaggerate, downplay, honest, and avoid) depending on peer type (i.e., best friend and most popular classmate), academic performance condition (i.e., strong and poor performance), and whether gender differences emerged, when discussing one’s level of effort on a class project. Specifically, data were collected from 475 eighth-grade students (253 boys, 222 girls) within a high-performing educational context. Preliminary psychometric evidence is provided indicating that the measurement tool developed for the present study shows promise. Additionally, findings from the current study extend existing work in which eighth-grade students perceive that high-status youth are less academically engaged than one’s close friends, and students are reluctant to appear industrious to one’s peers; however, given the novelty of the measure and educational context in which data were collected, alternative interpretations and corresponding implications of study results are discussed. The current study also extends theoretical conceptualizations of how transactional processes among early adolescents’ perceptions of academic norms among classmates, concerns over one’s public image, and students’ use of academic self-presentation strategies with peers may have lasting effects on students’ educational identity and commitment.
ContributorsSechler, Casey M. (Author) / Ladd, Gary W. (Thesis advisor) / Updegraff, Kimberly (Thesis advisor) / White, Rebecca M.B. (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Created2017
Description
The goal of this study is to contribute to the understanding of Mexican-American three- to five-year-old children’s effortful control (EC) and negative emotionality (NE) development by examining whether Mexican-American adolescent mothers’ parenting transacts with their three- to five-year-old children’s EC and NE and by exploring whether mothers’ familism acts as a protective factor. I hypothesized that mothers’ harshness and warmth would transact with EC and NE over time. I further hypothesized that mothers’ familism values would (a) positively predict mothers’ warmth and negatively predict mothers’ harshness, and (b) act as a buffer between low EC and high NE, and high harshness and low warmth. These hypotheses were tested within a sample of Mexican-American adolescent mother-child dyads (N = 204) and assessed longitudinally when children were 36, 48, and 60 months. Mothers were predominantly first generation (i.e., mothers’ parents were born in Mexico; 67%) and spoke English (65%). When children were 36 months, average family income (i.e., wages, public assistance, food stamps) was $24,715 (SD = $19,545) and mothers had started community college (13%) or completed high school/GED (30%), 11th grade (19%), 10th grade (8%), or less than 9th grade (14%). In this sample, transactions between harshness or warmth and EC or NE were not found, but a bidirectional association between NE and harshness was found. Familism marginally negatively predicted harshness, but not warmth. Familism moderated the relation between NE and harshness such that there was only a negative relation between NE and harshness when familism was high. However, familism did not moderate the relations between NE and warmth, or EC and harshness or warmth. The results of this study are discussed with respect to (a) current methodological limitations in the field, such as the need to test or develop parent-report measures of Mexican-American children’s temperament and value-driven socialization goals, (b) future avenues for research, such as person-centered studies of clusters of mothers’ values and how those relate to clusters of parenting behaviors, and (c) implications for interventions addressing parenting behavior of adolescent mothers.
ContributorsBerger, Rebecca H (Author) / Wilkens, Natalie (Thesis advisor) / Spinrad, Tracy (Committee member) / Updegraff, Kimberly (Committee member) / Crnic, Keith (Committee member) / Arizona State University (Publisher)
Created2018
Description
The transition out of high school is a major milestone for adolescents as they earn greater autonomy and responsibilities. An estimated 69.2% of adolescents enroll in higher education immediately following high school completion, including increasing numbers of Latino adolescents (National Center for Education Statistics, 2016). Integrative model (García Coll et al., 1996) suggests a need for research on promotive and protective contextual factors for ethnic minority children and adolescents. Guided by the model, the proposed research will explore a salient Latino cultural value, familism, and family communication as predictors of changes in depressive symptoms from high school to university among Latino adolescents (N = 209; 35.6% male; Mage=17.59, SD=.53). Furthermore, sleep, a key bioregulatory mechanism, was explored as a potential moderator of these processes (Dahl & El-Sheikh, 2007). On average, familism values were not associated with college depressive symptoms, but family communication was significantly negatively associated with college depressive symptoms. Neither sleep duration nor sleep problems significantly moderated the association between familism values and college depressive symptom. Patterns were similar for family communication. The interaction between sleep problems and familism-support values were significantly associated with college depressive symptoms. However, when simple slopes were probed, none were significant.
ContributorsPark, HyeJung (Author) / Doane, Leah (Thesis advisor) / Infurna, Frank (Committee member) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2019
Description
Receiving support from intimate others is important to individual well-being across the lifespan. However, the role of support in adolescent romantic relationships has not been investigated extensively. Using two studies, this dissertation utilized data from N = 111 adolescent couples collected as part of the Adolescents, Schools, Peers, and Interpersonal Relationships (ASPIRE) to investigate the implications of support for adolescents’ relationship quality, and positive behavioral adjustment. The first study expanded on existing research by investigating whether support given in response to a partner’s experience of a stressful event, and gauged from the perspective of the support recipient, was associated with the quality of adolescents’ romantic relationships. The study, further investigated whether the association between support and relationship quality changed depending on stress levels experienced due to the stressful event. Results from the dyadic process multilevel model showed that support receipt was associated with increased relationship quality on the same day and that this association was moderated by stress. Results imply that support processes engaged in by adolescents may operate in a similar manner as they do for adults. Implications for the research literature are discussed.
The second study examined the role of parental support in adolescents’ romantic relationships. Although, research indicates parents continue to play an important role in the socialization of their children during the adolescent years, very little is known about the role of parenting practices in the domain of adolescent romantic relationships. Study two used longitudinal data to investigate the influence of parental support of adolescent romantic relationships and parental trust on adolescents’ disclosure of information about romantic relationships and adolescent problem behaviors. Results of the Actor Partner Interdependence Model indicated that parental support of romantic relationships but not parental trust was associated with increases in adolescent romantic relationship disclosure at time one, and decreases in problem behaviors at time two. Furthermore, important sex differences emerged. Sex differences and implications for parents of adolescents are discussed.
The second study examined the role of parental support in adolescents’ romantic relationships. Although, research indicates parents continue to play an important role in the socialization of their children during the adolescent years, very little is known about the role of parenting practices in the domain of adolescent romantic relationships. Study two used longitudinal data to investigate the influence of parental support of adolescent romantic relationships and parental trust on adolescents’ disclosure of information about romantic relationships and adolescent problem behaviors. Results of the Actor Partner Interdependence Model indicated that parental support of romantic relationships but not parental trust was associated with increases in adolescent romantic relationship disclosure at time one, and decreases in problem behaviors at time two. Furthermore, important sex differences emerged. Sex differences and implications for parents of adolescents are discussed.
ContributorsPoulsen, Franklin O (Author) / Christopher, F Scott (Thesis advisor) / Iida, Masumi (Thesis advisor) / Updegraff, Kimberly (Committee member) / Randall, Ashley K. (Committee member) / Arizona State University (Publisher)
Created2016
Description
The present study explored longitudinal associations between self-esteem and a specific dimension of gender identity (GI) and ethnic-racial identity (ERI), namely felt pressure from family and peers to act or behave in either gender or race/ethnic-accordant ways, among a sample of 750 African American and Latino/a middle school students (M = 12.10 years, SD = .97 years) in a southwestern U.S. city. Participants completed measures of self-esteem and GI and ERI felt pressure from family and from peers at two time points. Data were analyzed through bivariate correlation and hierarchical multiple linear regression analyses. Hierarchical multiple linear regression results revealed that among African American students, there was a significant negative longitudinal association between ERI felt pressure from family at Time 1 and self-esteem at Time 2 after controlling for self-esteem at Time 1. There was also a significant negative longitudinal association between ERI felt pressure from peers at Time 1 and self-esteem at Time 2 among African American participants. However, these associations were not found among Latino/a participants. Implications of findings with regards to GI and ERI development during early adolescence, socialization, and school context are discussed.
ContributorsAoyagi, Keiko (Author) / Santos, Carlos E. (Thesis advisor) / Tran, Giac-Thao (Committee member) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2017
Description
Interpersonal strain is linked with depressive symptoms in middle-aged adults. Self-compassion is an emerging resilience construct that may be advantageous in navigating relationship strain by helping individuals respond to emotions in a kind and nonjudgmental way. Although theory and empirical evidence suggests that self-compassion is protective against the impact of stress on mental health outcomes, many studies have not investigated how self-compassion operates in the context of relationship strain. In addition, few studies have examined psychological or physiological mechanisms by which self-compassion protects against mental health outcomes, depression in particular. Thus, this study examined 1) the extent to which trait self-compassion buffers the relation between family strain and depressive symptoms, and 2) whether these buffering effects are mediated by hope and inflammatory processes (IL-6) in a sample of 762 middle-aged, community-dwelling adults. Results from structural equation models indicated that family strain was unrelated to depressive symptoms and the relation was not moderated by self-compassion. Hope, but not IL-6, mediated the relation between family strain and depressive symptoms and the indirect effect was not conditional on levels of self-compassion. Taken together, the findings suggest that family strain may lead individuals to experience less hope and subsequent increases in depressive symptoms, and further, that a self-compassionate attitude does not affect this relation. Implications for future self-compassion interventions are discussed.
ContributorsMistretta, Erin (Author) / Davis, Mary C. (Thesis advisor) / Karoly, Paul (Committee member) / Infurna, Frank (Committee member) / Arizona State University (Publisher)
Created2019
Description
Neighborhoods are important aspects of the adolescent and family ecology. Cultural developmental perspectives posit that neighborhood environments contain both promoting and inhibiting characteristics for ethnic-racial minoritized populations (García Coll et al., 1996). Historically, neighborhood researchers have approached Latino neighborhoods from a deficit perspective. Thus, there is limited research about how Latino neighborhoods support Latino youth development and family processes. In my dissertation, I examine both the promoting and inhibiting aspects of Latino identified neighborhoods for adolescent development.
In study 1, I prospectively examined a model in which Mexican-origin parents’ perceptions of social and cultural resources in neighborhoods may support parents to engage in higher levels of cultural socialization and, in turn, promote adolescents’ ethnic-racial identity (ERI). Findings suggest neighborhood social and cultural cohesion in late childhood promoted middle adolescents’ ERI affirmation via intermediate increases in maternal cultural socialization. Similar patterns were observed for ERI resolution, but only for adolescents whose mothers were born in the United States. Findings have critical implications for how neighborhoods support parents’ cultural socialization practices and adolescents’ ERI.
In study 2, I used a convergent mixed methods research design to compare and contrast researchers’ neighborhood assessments collected using systematic social observations (e.g., physical disorder, sociocultural symbols) with adolescents’ qualitative neighborhood assessments collected by semi-structured interviews with Mexican-origin adolescents. Using quantitative methods, I found that researchers observed varying degrees of physical disorder, physical decay, street safety, and sociocultural symbols across adolescents’ neighborhood environments. Using qualitative methods, I found that adolescents observed these same neighborhood features about half the time, but also that they often layered additional meaning on top of distinct neighborhood features. Using mixed methods I found that, in the context of high spatial concordance, there was a high degree of overlap between researchers and adolescents in terms of agreement on the presence of physical disorder, physical decay, street safety, and sociocultural symbols. Lastly, adolescents often expanded upon these neighborhood environmental features, especially with references to positive and negative affect and resources. Overall, findings from study 2 underscore the importance using mixed methods to address the shared and unique aspects of researchers’ objectivity and adolescents’ phenomenology.
In study 1, I prospectively examined a model in which Mexican-origin parents’ perceptions of social and cultural resources in neighborhoods may support parents to engage in higher levels of cultural socialization and, in turn, promote adolescents’ ethnic-racial identity (ERI). Findings suggest neighborhood social and cultural cohesion in late childhood promoted middle adolescents’ ERI affirmation via intermediate increases in maternal cultural socialization. Similar patterns were observed for ERI resolution, but only for adolescents whose mothers were born in the United States. Findings have critical implications for how neighborhoods support parents’ cultural socialization practices and adolescents’ ERI.
In study 2, I used a convergent mixed methods research design to compare and contrast researchers’ neighborhood assessments collected using systematic social observations (e.g., physical disorder, sociocultural symbols) with adolescents’ qualitative neighborhood assessments collected by semi-structured interviews with Mexican-origin adolescents. Using quantitative methods, I found that researchers observed varying degrees of physical disorder, physical decay, street safety, and sociocultural symbols across adolescents’ neighborhood environments. Using qualitative methods, I found that adolescents observed these same neighborhood features about half the time, but also that they often layered additional meaning on top of distinct neighborhood features. Using mixed methods I found that, in the context of high spatial concordance, there was a high degree of overlap between researchers and adolescents in terms of agreement on the presence of physical disorder, physical decay, street safety, and sociocultural symbols. Lastly, adolescents often expanded upon these neighborhood environmental features, especially with references to positive and negative affect and resources. Overall, findings from study 2 underscore the importance using mixed methods to address the shared and unique aspects of researchers’ objectivity and adolescents’ phenomenology.
ContributorsPasco, Michelle Christine (Author) / White, Rebecca M. B. (Thesis advisor) / Seaton, Eleanor (Committee member) / Updegraff, Kimberly (Committee member) / Iida, Masumi (Committee member) / Arizona State University (Publisher)
Created2020
Description
The purpose of this paper is to examine cross-cultural differences between the United States and Turkey by coding multiple dimensions, such as parental intrusiveness, child persistence, and various others. The main research questions of this paper were as follows: (1) How does parental intrusiveness vary by country? (2) How does child persistence vary by country? and (3) Are parental intrusiveness and child persistence correlated, and if so, what is the direction of the correlation? The hypotheses were that (1) Turkish parents would score higher on parental intrusiveness, (2) American children would show higher levels of persistence, and (3) Parental intrusiveness and child persistence are correlated, with higher levels of parental intrusiveness resulting in lower levels of child persistence. While all of the hypotheses were supported with statistically significant results, it was found that in the U.S., higher parental intrusiveness does result in lower levels of child persistence, but in Turkey, parental intrusiveness was not a predictor of child persistence. The findings are therefore able to support cross-cultural differences in the correlation between parental intrusiveness and child persistence.
ContributorsPatel, Sonia (Author) / Lucca, Kelsey (Thesis director) / Updegraff, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2022-05