Matching Items (3)
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- All Subjects: Individual & Family Studies
- Creators: Valiente, Carlos
Description
Guided by Belsky's Determinants of Parenting Process Model, the goal of the present study was to examine how mothers' personality (i.e., Conscientiousness) and behaviors (i.e., sensitivity, structure, and negative control) relate to children's developmental outcomes, such as internalization (i.e., committed compliance and effortful control) and academic adaptation. A multi-method, longitudinal model included five waves of data to examine the processes of the relations among variables. Mothers' Conscientiousness was measured via self-reported data when children were 18 months of age (N = 256), mothers' parenting behaviors were measured through observational laboratory tasks when children were 30 months (N = 230), children's internalization was measured using mothers' and caregivers' reports as well as observational data at 42 months (N = 210), and children's school adaptation was measured when children were 72 and 84 months (Ns = 169 and 144) using mothers' and teachers' reports. Through a series of regression analyses, the results supported the mediated effect of effortful control in the relation between mothers' behaviors and children's school adaptation. As hypothesized, mothers' Conscientiousness marginally predicted children's internalization. Contrary to hypotheses, mothers' Conscientiousness was unrelated to parenting behaviors and children's academic adaptation. Mothers' sensitivity interacted with maternal structure to predict children's effortful control. Socioeconomic status and child sex interacted with mothers' behaviors in predicting the child's committed compliance. The discussion focuses on the unique role of parenting practices and personality on children's internalization and academic adaptation and on the existing literature. Implications of the study for clinicians and intervention researchers are offered.
ContributorsKopystynska, Olena (Author) / Spinrad, Tracy L. (Thesis advisor) / Eisenberg, Nancy (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study described the multimodal communication patterns of college students and their parents, and examined how face-to-face and mediated communication frequencies relate to parental idealization and relational quality. Undergraduate students (N = 678) completed an online survey that assessed indicators of idealization (idealistic distortion and positive affect thinking), relational quality (relational/communication satisfaction, and relational closeness), and the frequency of face-to-face and mediated parental communication. Results indicated that average college students communicate with their primary parent 23 times per week, mostly via phone calls, text messaging, and face-to-face interaction. The frequency of mediated communication was positively related to both indicators of idealization and both indicators of relational quality. Moreover, idealization partially mediated the relationship between mediated communication frequency and relational quality. The frequency of face-to-face communication was inversely related to positive affect thinking. Indirect effects were also detected, such that face-to-face communication was negatively related to both indicators of relational quality as a function of positive affect thinking. Finally, this study examined whether students experience different levels of parental idealization and relational quality depending on whether their parent is geographically close or geographically distant, and whether they reside with their parent. Results indicated that students who live geographically distant from their parent experienced greater levels of idealization and relational quality than did student who live geographically close to yet separate from their parent, who reported greater levels of idealization and relational quality than students who live with their parent. These results were interpreted using concepts from interpersonal, family, and computer-mediated communication. Limitations and directions for future research were discussed.
ContributorsBryant, Erin M (Author) / Ramirez Jr., Artemio (Thesis advisor) / Floyd, Kory (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2012
Description
As screen time (ST) constitutes an integral part of the daily lives of young children today, parents, educators, and researchers have started to explore the associations of ST with children’s cognitive, behavioral, and social outcomes. The majority of existing studies have primarily focused on the duration of ST in relation to these outcomes despite the importance of other aspects such as content and type of device in the context of an evolving digital landscape marked by high mobility, ubiquity, and diversity. Addressing this gap, the current study aimed to explore the intricate relations between multiple aspects of ST (i.e., duration and content), executive function (EF) difficulties, and school adjustment in school-aged children, with a particular focus on the mediating role of EF difficulties linking the relations between ST and school adjustment. The current study employed data from the Panel Study on Korean Children, tracking 1,484 South Korean children from third to fourth grade. The duration of ST was measured by the average daily hours spent on smart devices and computers. Parent reports of the levels of engagement in recreational and educational ST and EF difficulties were assessed on Likert scales. School adjustment was reported on by teachers. The results from a half-longitudinal mediation model demonstrated that more frequent engagement in educational ST was related to fewer EF difficulties, which was in turn associated with better school adjustment. The current findings suggest that multiple approaches are needed to effectively guide children’s ST use in their everyday lives and interventions that target EF might be an effective way to promote children's behavioral and social adjustment in school settings.
ContributorsKim, Juyoung (Author) / Tsethlikai, Monica (Thesis advisor) / Buman, Matthew (Committee member) / Eggum, Natalie (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2024