Matching Items (3)
Description
The rate of obesity has increased noticeably in China since the 1980s, brought about by the "After Mao" revolution. This dissertation examines the social determinants of obesity and weight gain among men and women, using 1991-2009 waves of the longitudinal China Health and Nutrition Survey. The first study emphasizes that rapid technological adoption at home may also have the potential to lead to obesity epidemics. I hypothesize that adopting household technology is a factor in weight gain, independent from daily calorie consumption and energy expenditure in exercise. The results show household technology ownership and weight gain are linked, while changes in overall energy intake and exercise may not function as mediators for this relationship. Future public health policy may evaluate interventions that are focused on increasing low-intensity activities impacted by household technologies. My second study discusses whether obesity wage penalties seen in Western societies, such as wage reductions for obese individuals, are observed in modern China. The results indicate that obese women are not subject to wage penalties, while current male obesity rates may be worsened by heightened economic outcomes and greater social acceptance by customers and colleagues. With increasing interpersonal interactions in the workplace in Chinese industries, and the lack of public awareness of the risks of obesity, Chinese public health strategies for preventing and controlling obesity should target male non-manual laborers, the most vulnerable population in the future. The third study analyzes the impact of parental and own socioeconomic status on adult body weight and extends the research by estimating the influence of intergenerational social mobility on current body mass index. In the context of increasing social inequality in China, the study shows parental SES, own SES, and social mobility to be negatively associated with body mass index among women; while respondent's SES is positively associated with body mass index among men. The study results support the theory that parental SES has a more significant impact on current body weight for men and women after controlling social mobility; indicating that social mobility may function as a mediator for the relationship between parental SES and current body mass index.
ContributorsHuang, Chih-Chien (Author) / Kronenfeld, Jennie (Thesis advisor) / Yabiku, Scott (Committee member) / Damgaard, Anni (Committee member) / Arizona State University (Publisher)
Created2014
Description
The science, technology, engineering, and math (STEM) education community is interested in using virtual reality (VR) to help students learn STEM knowledge. Prior research also provided evidence that VR learning can increase students’ motivation and learning achievement. However, it was not clear whether the effect of VR on learning was partly from sensory novelty and whether the effectiveness was sustainable. This study was to satisfy the concern on the sustainability of VR STEM learning in instruction and address the research gaps in exploring the effect of VR on a STEM learning experience with a consideration of novelty.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
ContributorsHuang, Wen (Author) / Roscoe, Rod (Thesis advisor) / Johnson, Mina (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2020
Description
Among children in the United States, there is a high prevalence of psychopathology. Understanding what contributes to the development of these disorders in early adolescence and late childhood is key to informing intervention efforts. This study aimed to understand the impacts of economic and social stress on the development of internalizing and externalizing psychopathology in children. Additionally, with the knowledge that supportive adult relationships can buffer psychopathology impacts, it sought to uncover if supportive sibling relationships can alter the relationship between stress and psychopathology. Data was collected through both home visits and online questionnaires as part of the Arizona Twin Project. The sample of the twins at eight years old included 355 families (M = 8.43 years, SD = .68) and 709 twins (MZ = 29.9%, same-sex DZ = 37.8%, opposite-sex DZ = 31.7%, and unknown zygosity = 0.6%) with ethnically and socioeconomically diverse backgrounds. Families were followed longitudinally with annual assessments at ages 9, 10, and 11. Our results showcased a significant positive relationship between economic stress and the development of internalizing and externalizing psychopathology symptoms in children. Our social stress indicators were categorized into family stress and negative parenting constructs. It was observed that family stress was linked to an increase in both internalizing and externalizing symptoms. However, when it came to parenting behaviors, no significant associations were identified with the development of either externalizing or internalizing symptoms in our study. In terms of the potential moderating effects of a positive sibling relationship, no significant results were found. Ultimately, our study showcases the adverse impact of stress on children and early adolescents. Further research on the impacts of the relationship between siblings can help us to better understand the dynamics in the home as a whole and explore whether relationships beyond those with supportive adults can contribute to resilience in children. This knowledge may guide interventions and preventive measures aimed at mitigating the effects of psychopathology in young individuals.
ContributorsHammond, Arden (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Ostner, Savannah (Committee member) / Pickett, Janna (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2023-12