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- Genre: Masters Thesis
- Resource Type: Text
Description
Although anxiety may be developmentally appropriate, it can become problematic in some youth. From an ecological perspective, social systems, like family and friendships, are theorized to influence developmental trajectories toward (mal)adjustment, but empirical evidence is scant with regard to the relative impact of subjective satisfaction with family and friendship on anxiety problem development. This thesis study used a subsample of approximately 50% Hispanic/Latino clinic-referred youth (n = 71, ages 6-16 years). Overall, results suggest that the effect of friendship satisfaction on anxiety varied as a function of age but not ethnicity, such that there was a significant negative relationship between child-reported friendship satisfaction and anxiety levels for older children (approx. 9 years and older) but not for younger children. The effect of family satisfaction on anxiety also varied as a function of age, such that older children showed a positive relation between child reported family satisfaction and parent reported anxiety. Furthermore, a positive relation between family satisfaction and anxiety was found only for the H/L children. Post hoc analyses regarding cultural underpinnings of this finding and implications for future research are discussed, as are the results regarding differences between parent and child reports of anxiety.
ContributorsHumphrey, Julia (Author) / Pina, Armando A (Thesis advisor) / Doane, Leah (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
Although social learning and attachment theories suggest that parent-adolescent relationships influence adult romantic relationships, research on this topic is limited. Most research examining relations between mother-adolescent and father-adolescent relationship quality and young adult romantic relationship quality has found significant effects of mother-adolescent relationship quality. Findings on fathers have been less consistent. These relations have not been examined among youth who experienced parental divorce, which often negatively impacts parent-child relationships and romantic outcomes. Further, no prior studies examined interactive effects of mother-adolescent and father-adolescent relationship quality on romantic attachment. The current study used longitudinal data from the control group of a randomized controlled trial of a preventative intervention for divorced families to examine unique and interactive effects of mother-adolescent and father-adolescent relationship quality on young adult romantic attachment. The 72 participants completed measures of mother-adolescent relationship quality and father-adolescent relationship quality during adolescence (ages 15-19), and completed a measure of romantic attachment (anxiety and avoidance) during young adulthood (ages 24-28). Findings revealed significant interactive effects of mother-adolescent and father-adolescent relationship quality on young adult romantic anxiety. The pattern of results suggests that having a high quality relationship with one's father can protect children from negative effects of having a low quality relationship with one's mother on romantic anxiety. These results suggest the importance of examining effects of one parent-adolescent relationship on YA romantic attachment in the context of the other parent-adolescent relationship. Exploratory analyses of gender revealed that father-adolescent relationship quality significantly interacted with gender to predict romantic avoidance; this relation was stronger for males. These results suggest that nonresidential fathers play an important role in adolescents' working models of relationships and their subsequent romantic attachment.
ContributorsCarr, Colleen (Author) / Wolchik, Sharlene A (Thesis advisor) / Doane, Leah (Committee member) / Tein, Jenn-Yun (Committee member) / Arizona State University (Publisher)
Created2013
Description
The beginning of college is a period in which increased alcohol use often coincides with greater involvement in romantic relationships. Existing literature yields inconsistent findings regarding the influence of different relationship statuses on drinking behavior, perhaps because these studies have not accounted for recent changes in the way college students engage in dating/sexual relationships. In the current college environment, many students who define themselves as non-daters are nonetheless sexually active, a phenomenon referred to as the 'hook up' culture. The present study sought to address this issue by examining the effects of both relationship status and sexual activity on heavy episodic drinking (HED) among 1,467 college students over the course of their first three semesters. Results indicated that the effects of relationship status depended on whether or not an individual was sexually active. Non-dating but sexually active students reported rates of heavy drinking comparable to students who defined themselves as casual daters, but non-dating students who were not sexually active reported drinking behavior similar to those involved in committed relationships. Further, transitions between low and high risk relationship/sexual activity statuses were associated with corresponding changes in HED. Transitioning into a high risk status was associated with greater levels of heavy episodic drinking, whereas transitioning into a low risk status was associated with decreases in this behavior. Together, results indicate that engaging in nonexclusive dating or sexual relationships may play an important role in the development of problematic patterns of alcohol use during the early college years. These findings have potentially important implications both for future research and for prevention and intervention efforts targeting high risk college drinkers.
ContributorsZalewski, Suzanne (Author) / Corbin, Willaim (Thesis advisor) / Doane, Leah (Committee member) / Chassin, Laurie (Committee member) / Arizona State University (Publisher)
Created2012
Description
Research has suggested that lonely people demonstrate distinct differences from nonlonely people in their behaviors, mood, and interpersonal experiences. Lonely people who are also enduring a chronic pain condition may be at an especially high risk for negative outcomes because of simultaneous issues such as stigma, mood disturbances, and pain-related disability. The current study examined chronic and transitory loneliness in a sample of 123 chronic pain patients. Participants completed daily diaries assessing the occurrence of positive and negative interpersonal events, appraisals of interpersonal events, pain, and mood. Multilevel modeling was used to examine effects of being a lonely person as well as having a lonely episode on daily life. Results indicated that both chronic and transitory loneliness were associated with more frequent negative and less frequent positive interpersonal events, higher levels of pain, more negative and less positive affect, and more stress and less enjoyment from social interactions. Loneliness did not affect reactivity to negative interpersonal events, but did influence responsivity to positive interpersonal events such that lonely people had greater boosts in enjoyment when experiencing more positive interpersonal events than usual. These findings suggest that both lonely people and individuals experiencing a lonely episode experience more negative consequences in their daily lives than nonlonely people. However, they can benefit from engaging in more frequent positive interpersonal events, which can help to inform future clinical interventions for lonely, chronic pain patients.
ContributorsDempsey, Laurie (Author) / Davis, Mary (Thesis advisor) / Zautra, Alex (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2012
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
The present study tested 1) whether children’s bedtimes, wake times, and sleep
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
ContributorsBerger, Rebecca Hilary (Author) / Valiente, Carlos (Thesis advisor) / Eisenberg, Nancy (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2015
Description
Adolescent and young adult alcohol use is a major public health concern given that it is the most widely used substance by teenagers. This is particularly concerning given the important biological and environmental changes that occur during this developmental period. Therefore, it is not surprising that alcohol use in adolescence is associated with a variety of negative outcomes including alcohol-related consequences, poor academic performance, aggression, and difficulty transitioning to adulthood. Because of this, it is imperative to better understand alcohol use during this time. While there are numerous measures that aim to capture adolescent alcohol use, there is not currently a measure that gathers comprehensive information on alcohol use across adolescence and into early adulthood. Therefore, we developed the Comprehensive Adolescent Drinking History Form (CADHF). The CADHF gathers detailed drinking information for each year since the onset of first regular use, including quantity and frequency of both regular use and periods of heaviest drinking. Additionally, the CADHF collects information on the participants' aggregate drinking experiences between their age of onset and age of first regular use. Using a sample of young adults who completed an alcohol challenge study, we sought to examine (1) whether route of administration of the measure impacts results, (2) which CADHF are most useful, and (3) whether the CADHF shows concurrent, convergent, and incremental validity. Results showed that, the CADHF can be administered online or over the phone and all eight indices provide valuable information depending on the research question. Additionally, strong significant correlations between the CADHF with the Timeline Follow Back (TLFB) and the Young Adult Alcohol Consequences Questionnaire (YAACQ) suggest convergent and concurrent validity. Finally, the CADHF predicted concurrent and future alcohol-related problems over and above the gold standards of alcohol consumption measures; age of onset, age of first intoxication, and the TLFB. This is the first study to retrospectively assess participant's comprehensive alcohol consumption and fills a major gap in the literature. The CADHF has the potential to inform the timing of prevention and intervention efforts and provides unique information from the current gold standards of alcohol consumption measures.
ContributorsHartman, Jessica (Author) / Corbin, William (Thesis advisor) / Chassin, Laurie (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2017
Description
The present study contributed an investigation of prosocial peers, a prospective promotive factor, and its association with depressive symptoms, an internalizing outcome. The study utilized six waves of panel data from 2,002 youth in the control condition of the Community Youth Development Study (mean age 13.12 at Grade 7; 52% male; 66.1% White; 26.6% Hispanic). A series of time-varying effect models (TVEM) illustrated the associations between prosocial peers and depressive symptoms over developmental time from Grades 7 through 12. It was hypothesized that prosocial peers and depressive symptoms would have a negative association for both males and females, and that the association would be moderated by gender at the time of transition to high school. It was expected that females would display a significantly stronger negative association than males between prosocial peers and depressive symptoms at this juncture, particularly due to gender-based differences in socialization that are compounded by transition. To strengthen conclusions about prosocial peers being a promotive factor, secondary analyses included covariates measuring previous levels of depressive symptoms; these models accounted either for baseline depressive symptoms or year-prior symptoms. Results showed, overall, prosocial peers had a significant negative association with depressive symptoms over time, for both males and females. When controlling for baseline depressive symptoms, this was still the case. When controlling for year-prior depressive symptoms, prosocial peers was no longer significantly associated with depressive symptoms for males across Grades 10 through 12. Gender moderated the association between prosocial peers and depressive symptoms at the time of transition to high school as well as other grades. When controlling for baseline depressive symptoms, it was again found that gender moderated the association between prosocial peers and depressive symptoms at the time of transition to high school (Grades 8 and 9) but also at Grade 12. When controlling for year-prior depressive symptoms, gender did not moderate the association at the time of transition to high school, but it did at Grades 10, 11, and 12. Overall, results support the possibility of prosocial peers as a prospective promotive factor for youth mental health.
ContributorsMendes, Skyler H. (Author) / Oesterle, Sabrina (Thesis advisor) / Doane, Leah (Thesis advisor) / Perez La Mar, Marisol (Committee member) / Arizona State University (Publisher)
Created2021
Description
Depression and anxiety are among the most prevalent psychiatric disorders for adults and adolescents and can be intergenerationally transmitted from parents to their children. Moreover, depressive and anxiety disorders often develop during adolescence. Additionally, family environment and the parent-child relationship are significant predictors of mental health among adolescents. Yet, few studies have considered how adolescent depression and anxiety problems may influence the family environment and mental health of parents. Moreover, even fewer studies have examined how depressive and anxious intergenerational pathways may vary by racial/ethnic status. As such, bidirectional effects of parent and adolescent depressive and anxiety problems were investigated using data from the Adolescent Brain and Cognitive Development (ABCD) study at Time 1 (T1)(Mage = 9.92, n=11,861), Time 2 (T2), and Time 3 (T3). Each follow-up was approximately one-year apart. Multiple path analysis models were used to examined bidirectional associations between parent and adolescent A) depressive problems B) anxiety problems and C) depressive and anxiety problems from T1 to T3 and how family conflict and adolescent-reported parental acceptance at T2 mediated these associations. Measurement invariance testing and multigroup analyses were conducted across non-Hispanic White, Hispanic, and non-Hispanic Black participants to examine if depressive and anxious pathways or measurement differed by racial-ethnic status. Findings revealed that both adolescent and parent depression problems at T1 predicted increases in depression at T3. Greater adolescent or parent anxiety problems at T1 predicted increases in adolescent and parent anxiety problems at T3. Greater family conflict and lower perceived parental acceptance at T2 predicted increases in adolescent depressive problems but did not predict adolescent anxiety problems over time. Parental depressive and anxiety problems at T1 did not predict adolescent-reported parental acceptance at T2 but did predict greater family conflict. Measurement noninvariance was found for family conflict and adolescent depressive problems. Multigroup analyses revealed that the association between both depressive and anxiety problems from T1 to T3 was weaker among Black adolescents compared to White and Hispanic adolescents. In summary, this research contributes valuable insights into the measurement of and relationship between parent and adolescent mental health, family dynamics, and adolescent perceived parental acceptance.
ContributorsJamil, Belal (Author) / Su, Jinni (Thesis advisor) / Doane, Leah (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2024
Description
Stress in individuals presents in various forms and may accumulate across development to predict maladaptive physical and psychological outcomes, including greater risk for the onset of internalizing symptoms. Early life stress, daily life experiences, and the stress response of the hypothalamic-pituitary-adrenal (HPA) axis have all been examined as potential predictors of the development of psychopathology, but rarely have researchers attempted to understand the covariation or interaction among these stress domains using a longitudinal design when looking at the influence of stress on internalizing psychopathology. Further, most research has examined these processes in adulthood or adolescence with much less attention given to the influence of these dynamic stress pathways in childhood. Guided by the biopsychosocial model of stress, this study explored early life stress, daily life stress, diurnal cortisol (cortisol AM slope), and internalizing symptoms in a racially/ethnically and socioeconomically diverse sample of twins participating in an ongoing longitudinal study (N=970 children; Arizona Twin Project; Lemery-Chalfant et al. 2013). An additive model of stress and a stress sensitization framework model were considered as potential pathways of stress to internalizing symptoms in middle childhood. Based on a thorough review of relevant literature, it was expected that each stress indicator would individually predict internalizing symptoms. It was also predicted that early life stress would moderate the associations between diurnal cortisol and internalizing symptoms, as well as daily life stress and internalizing symptoms. Multilevel modeling analyses showed that early life stress and cortisol AM slope, but not daily life stress, predicted internalizing symptoms. Early life stress did not moderate the associations between daily life stress and internalizing symptoms or cortisol AM slope and internalizing symptoms. Results support independent additive contributions of both physiological stress processes and early life parental stressors in the development of internalizing symptoms in middle childhood. Future investigation is needed to better understand the sensitizing effects of early parental life stress during this developmental stage.
ContributorsLecarie, Emma (Author) / Doane, Leah (Thesis advisor) / Davis, Mary (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2020