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- All Subjects: Developmental Psychology
- Creators: Iida, Masumi
Description
Growing concern about obesity prevalence among youth has prompted the examination of socio-environmental influences that shape the development of eating and activity behaviors believed to regulate weight. Given the presumed significance of close friendships during adolescence, the present investigation assessed longitudinal relations between friends' physical activity, sedentary activity, and healthy eating behaviors and explored whether friends' obesity-promoting behaviors are linked to heightened obesity risk among adolescents. This prospective study utilized two Waves of data from 862 reciprocal and 1908 nonreciprocal same-sex friend dyads participating in the National Longitudinal Study of Adolescent Health. To account for nonindependence tied to membership in a particular friendship dyad, multi-level models were estimated for indistinguishable (i.e., reciprocal) and distinguishable (i.e., nonreciprocal) friend pairs using the Actor Partner Interdependence Model. Adolescents' self-reported physical activity and healthy eating were significantly associated with their own and their friends' physical activity and healthy eating one year later; the strength of socialization across friend dyads did not vary with the frequency of interaction between friends or the stability of friendships over time. Limited support was found for a cumulative risk model of obesity-promoting behaviors as a predictor of increased obesity risk; heightened risk for weight gain was found only for adolescents whose reciprocal same-sex friends reported a higher number of obesity-promoting eating and activity behaviors. Overall, study findings highlight the role of close friends for adolescents' obesity risk and obesity-related behaviors. Stronger evidence of socialization resulted for adolescents that perceived their friends to be salient social models, as reflected by their acknowledgement of an existing friendship with such peers (i.e., reciprocal friends and nominators within nonreciprocal friend dyads).
ContributorsSlutzky, Carly Beth (Author) / Updegraff, Kimberly A (Thesis advisor) / Simpkins, Sandra D (Committee member) / Gance-Cleveland, Bonnie (Committee member) / Schaefer, David R (Committee member) / Iida, Masumi (Committee member) / Arizona State University (Publisher)
Created2011
Description
Biculturalism embodies the degree to which individuals adapt to living within two cultural systems and develop the ability to live effectively across those two cultures. It represents, therefore, a normative developmental task among members of immigrant and ethnic-racial minority groups, and has important implications for psychosocial adjustment. Despite a strong theoretical focus on contextual influences in biculturalism scholarship, the ways in which proximal contexts shape its development are understudied. In my dissertation, I examine the mechanisms via which the family context might influence the development of bicultural competence among a socio-economically diverse sample of 749 U.S. Mexican-origin youths (30% Mexico-born) followed for 7 years (Mage = 10.44 to 17.38 years; Wave 1 to 4).
In study 1, I investigated how parents’ endorsements of values associated with both mainstream and heritage cultures relate to adolescents’ bicultural competence. Longitudinal growth model analyses revealed that parents’ endorsements of mainstream and heritage values simultaneously work to influence adolescents’ bicultural competence. By examining the effect of multiple and often competing familial contextual influences on adolescent bicultural competence development, this work provides insights on intergenerational cultural transmission and advances scholarship on the culturally bounded nature of human development.
In study 2, I offer a substantial extension to decades of family stress model research focused on how family environmental stressors may compromise parenting behaviors and youth development by testing a culturally informed family stress model. My model (a) incorporates family cultural and ecological stressors, (b) focuses on culturally salient parenting practices aimed to teach youth about the heritage culture (i.e., ethnic socialization), and (c) examines bicultural competence as a developmental outcome. Findings suggest that parents’ high exposure to ecological stressors do not compromise parental ethnic socialization or adolescent bicultural competence development. On the other hand, mothers’ exposures to enculturative stressors can disrupt maternal ethnic socialization, and in turn, undermine adolescents’ bicultural competence. By examining the influence of multiple family environmental stressors on culturally salient parenting practices, and their implications for adolescent bicultural competence development, this work provides insights on ethnic-racial minority and immigrant families’ adapting cultures and advances scholarship on the family stress model.
In study 1, I investigated how parents’ endorsements of values associated with both mainstream and heritage cultures relate to adolescents’ bicultural competence. Longitudinal growth model analyses revealed that parents’ endorsements of mainstream and heritage values simultaneously work to influence adolescents’ bicultural competence. By examining the effect of multiple and often competing familial contextual influences on adolescent bicultural competence development, this work provides insights on intergenerational cultural transmission and advances scholarship on the culturally bounded nature of human development.
In study 2, I offer a substantial extension to decades of family stress model research focused on how family environmental stressors may compromise parenting behaviors and youth development by testing a culturally informed family stress model. My model (a) incorporates family cultural and ecological stressors, (b) focuses on culturally salient parenting practices aimed to teach youth about the heritage culture (i.e., ethnic socialization), and (c) examines bicultural competence as a developmental outcome. Findings suggest that parents’ high exposure to ecological stressors do not compromise parental ethnic socialization or adolescent bicultural competence development. On the other hand, mothers’ exposures to enculturative stressors can disrupt maternal ethnic socialization, and in turn, undermine adolescents’ bicultural competence. By examining the influence of multiple family environmental stressors on culturally salient parenting practices, and their implications for adolescent bicultural competence development, this work provides insights on ethnic-racial minority and immigrant families’ adapting cultures and advances scholarship on the family stress model.
ContributorsSafa Pernett, Maria Dalal (Author) / White, Rebecca M. B. (Thesis advisor) / Knight, George P. (Committee member) / Updegraff, Kimberly A. (Committee member) / Wilkens, Natalie D. (Committee member) / Arizona State University (Publisher)
Created2019
Description
Rapidly growing research on mothers’ perinatal depression, has demonstrated significant links among mothers’ depressive symptoms during pregnancy and the first year postpartum, their parenting, and multiple aspects of children’s development. This prospective longitudinal study contributes to research on mothers’ perinatal depression by examining the mechanisms by which maternal perinatal depression is associated with children’s adjustment early in development in a sample of 204 Mexican-origin adolescent mothers (Mage at Wave 1 = 16.80, SD = 1.0) and their children (58% boys). I expected that adolescent mothers’ negative parenting behaviors would mediate the associations between mothers’ perinatal depressive symptoms and three child outcomes: internalizing symptoms, externalizing behaviors, and cognitive ability. I further hypothesized that mothers’ perceived social support from their family would modify the extent to which mothers’ perinatal depressive symptoms negatively impact their parenting behaviors and their children’s developmental outcomes. Mothers reported on their own depressive symptoms, their perceived social support from their family and their children’s internalizing and externalizing problems; negative parenting was assessed using observational methods; and children’s cognitive ability was assessed using standardized developmental assessments. In this sample, adolescent mothers’ negative parenting behaviors did not significantly mediate the relations between mothers’ perinatal depression and children’s developmental outcomes. Further, perceived social support did not significantly buffer the effects of mothers’ perinatal depression on mothers’ negative parenting or children’s developmental outcomes. However, in line with hypotheses, results indicated that mothers’ prenatal depression had a wider impact on children’s adjustment outcomes than mothers’ postpartum depression, which appeared more specific to children’s internalizing problems. Discussion focuses on implications for intervention addressing adolescent mothers’ perinatal depression, as well as the need to continue to explore protective factors that have the potential to disrupt the negative intergenerational transmission of risks.
ContributorsSeay, Danielle M (Author) / Elam, Kit (Thesis advisor) / Iida, Masumi (Thesis advisor) / Thompson, Marilyn (Committee member) / Wilkens, Natalie (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
Theoretical models support conceptualizing parent-child relationships as reciprocal and transactional with each person exerting influence on the other’s behaviors and the overall quality and valence of the relationship across time. The goals of this study were twofold: 1) determine whether there were reciprocal relations in maternal hostility and child negativity across early and middle childhood, and 2) investigate whether individual characteristics (i.e., child temperamental anger and frustration and maternal neuroticism) moderated relations found in goal one. Data were from the Study of Early Child Care and Youth Development. Empirical support was found for conceptualizing mother-child interactions as reciprocal. Maternal hostility was related to a decrease in the probability children would exhibit negative behaviors during mother-child interactions measured approximately two years later. Child negativity was also associated with a significant decrease in the probability mothers would display future hostility.
Child temperamental anger and frustration was found to moderate reciprocal relations across all three parent-to-child cross-lagged paths. Children scoring high on a dispositional proclivity to react with anger and frustration were more likely to avoid maternal hostility, via a significant decrease in negativity, across time. Moderation was also supported in two of three child-to-parent lagged paths. Finally, maternal neuroticism moderated the reciprocal effects during early childhood, such that more neurotic mothers were more likely to demonstrate a decrease in the probability of hostility relative to mothers scoring lower on neuroticism. This affect was attenuated in middle childhood, with patterns becoming similar between mothers scoring high and low on neuroticism. Moreover, children of less neurotic mothers were more likely to demonstrate a decrease in the probability of exhibiting negativity from 36 to 54 months compared to children of more neurotic mothers. This effect also attenuated with patterns becoming negative at the grade 1 to grade 3 lag. Overall, the results from this study supported a transactional model of parent-child relationships, were consistent with the motivation literature, did not support a coercive process of interaction when the sample and measurement paradigm were low-risk, and generally suggested parents and children have an equal influence on the relational processes investigated from early to middle childhood.
Child temperamental anger and frustration was found to moderate reciprocal relations across all three parent-to-child cross-lagged paths. Children scoring high on a dispositional proclivity to react with anger and frustration were more likely to avoid maternal hostility, via a significant decrease in negativity, across time. Moderation was also supported in two of three child-to-parent lagged paths. Finally, maternal neuroticism moderated the reciprocal effects during early childhood, such that more neurotic mothers were more likely to demonstrate a decrease in the probability of hostility relative to mothers scoring lower on neuroticism. This affect was attenuated in middle childhood, with patterns becoming similar between mothers scoring high and low on neuroticism. Moreover, children of less neurotic mothers were more likely to demonstrate a decrease in the probability of exhibiting negativity from 36 to 54 months compared to children of more neurotic mothers. This effect also attenuated with patterns becoming negative at the grade 1 to grade 3 lag. Overall, the results from this study supported a transactional model of parent-child relationships, were consistent with the motivation literature, did not support a coercive process of interaction when the sample and measurement paradigm were low-risk, and generally suggested parents and children have an equal influence on the relational processes investigated from early to middle childhood.
ContributorsPennar, Amy LaRae (Author) / Bradley, Robert H (Thesis advisor) / Iida, Masumi (Committee member) / Spinrad, Tracy (Committee member) / Taylor, Michelle (Committee member) / Arizona State University (Publisher)
Created2016
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
Several decades of research have concluded that child social functioning is a critical predictor of wellbeing across various developmental domains. Most scientists agree that both genetic and environmental influences play defining roles in social behavior; the processes by which they concurrently affect child development, however, has been the subject of less research. This work examines distinct mechanisms that shape child prosociality by examining genetic and environmental influences on development, via two empirical studies. The first study analyzed the evocative-reactive and the evocative-socially-mediated hypotheses as gene-environment correlation (rGE) mechanisms connecting the arginine vasopressin receptor 1a (AVPR1a) and dopamine receptor D2 (DRD2) genes, child prosocial behavior, and parent differential treatment (PDT). Findings present modest evidence for the evocative-reactive rGE hypothesis; specifically, AVPR1a marginally influenced child prosociality, which subsequently predicted mother preference in adolescence. The second study examined several gene-environment interactions (GxEs) in exploring how social environmental variables- positive and negative parenting- predicted child prosociality, as moderated by socially-implicated child genes, DRD2 and dopamine receptor D4 (DRD4). Findings indicated that while positive parenting was predictive of child prosociality regardless of genetic variants, the effects of negative parenting on child prosociality were dependent on child genetic variants. Together, findings from these studies suggest modest genetic and environmental influences on child behavior in middle childhood and adolescence, consistent with previous research and theory. Directions for future research are offered, and intervention and policy implications are discussed.
ContributorsMeek, Shantel E (Author) / Jahromi, Laudan B (Thesis advisor) / Lemery-Chalfant, Kathryn (Thesis advisor) / Valiente, Carlos (Committee member) / Iida, Masumi (Committee member) / Arizona State University (Publisher)
Created2013
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