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- Creators: Beethoven, Ludwig van, 1770-1827
Description
ABSTRACT The major hypothesis tested in this research is that the psychological well-being and life satisfaction of elderly adult individuals can be predicted from religiosity (organizational and non-organizational religious beliefs and behaviors). The sample consisted of 142 adults between the ages of 65-90, with the majority in the 65-70 age group (48%) (SD = 1.176). The entire sample resides in the state of Arizona, in both urban and rural communities. Participants were administered a questionnaire which requested demographic information, and three instruments: the Duke University Religion Index (the DUREL), and the Affect Balance Scale and the Life Satisfaction Index - Z (LSIZ). Correlational and Multiple regression analyses were used to examine the relation between these adults' psychological well-being, life satisfaction and their religiosity. Independent t-tests were also used to examine possible sex, ethnic and religiosity effects on psychological well-being and life satisfaction. Findings revealed that psychological well-being and life satisfaction are higher when religiosity is higher, regardless of sex or ethnicity. These findings are consistent with those of previous research in this field.
ContributorsMoreno-Weinert, Inez (Author) / Moore, Elsie (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Ladd, Becky (Committee member) / Cohen, Adam (Committee member) / Arizona State University (Publisher)
Created2012
Description
Few measurement tools provide reliable, valid data on both children's emotional and behavioral engagement in school. The School Liking and Avoidance Questionnaire (SLAQ) is one such self-report measure developed to evaluate a child's degree of engagement in the school setting as it is manifest in a child's school liking and school avoidance. This study evaluated the SLAQ's dimensionality, reliability, and validity. Data were gathered on children from kindergarten through 6th grade (n=396). Participants reported on their school liking and avoidance in the spring of each school year. Scores consistently represented two distinct, yet related subscales (i.e., school liking and school avoidance) that were reliable and stable over time. Validation analyses provided some corroboration of the construct validity of the SLAQ subscales, but evidence of predictive validity was inconsistent with the hypothesized relations (i.e., early report of school liking and school avoidance did not predict later achievement outcomes). In sum, the findings from this study provide some support for the dimensionality, reliability, and validity of the SLAQ and suggest that it can be used for the assessment of young children's behavioral and emotional engagement in school.
ContributorsSmith, Jillian (Author) / Ladd, Gary W. (Thesis advisor) / Ladd, Becky (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsBeethoven, Ludwig van, 1770-1827 (Composer)
ContributorsBeethoven, Ludwig van, 1770-1827 (Composer)
Description
The present study was designed to extend previous research on early adolescents' involvement in electronic aggression and victimization. A new measure for electronic victimization and aggression was created for this study in order to better assess this type of peer harassment in early adolescence. The first goal of the study was to describe young adolescents' involvement in electronic aggression and victimization by exploring the links between electronic victimization and aggression and (a) youth demographic characteristics (e.g., gender, ethnicity), (b) involvement in traditional forms of aggression and victimization, and (c) gender of the aggression/victimization context (i.e., same-sex aggressor -victim versus other-sex aggressor- victim dyad). The second goal was to examine how electronic victimization and aggression were associated with self-esteem and relationship efficacy. Participants were 826 (49.9% female) 7th and 8th grade students (M age = 12.5 years old; SD = .67). Students were administered surveys during school hours. Results indicated that girls were more likely to be involved in both electronic aggression and victimization than boys. Further, girls were more likely to be both electronic aggressors and victims simultaneously than boys. Finally, those involved with electronic aggression reported higher levels of relationship efficacy than their peers and involvement as an aggressor/victim was associated with lower self-esteem than any other involvement category.
ContributorsMartin, Melissa (Author) / Updegraff, Kimberly A (Thesis advisor) / Ladd, Becky (Committee member) / Martin, Carol (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT Cyberbullying has emerged as one of educators' and researchers' chief concerns as the use of computer mediated communication (CMC) has become ubiquitous among young people. Many undesirable outcomes have been identified as being linked to both traditional and cyberbullying, including depression,truancy, and suicide. America and Japan have both been identified as nations whose youth engage frequently in the use of CMC, and may be at a potentially higher risk to be involved in cyberbullying. Time spent using CMC has been linked to involvement in cyberbullying, and gender and age have, in turn, been linked to CMC use - these may play significant roles in determining who is at risk. In order to assess the effects of nationality, gender, and age on cyberbullying involvement among Japanese and American middle school students, a survey exploring these factors was developed and carried out with 590 American and Japanese middles school students (Japan: n = 433 and America: n = 157). MANOVA results indicated that that Americans tend to both use CMC more and be more involved in cyberbullying. In addition, Japanese involvement increased with age, while American involvement did not. There were minimal differences between Americans and Japanese with regards to traditional bullying.
ContributorsLerner, David (Author) / Nakagawa, Kathryn (Thesis advisor) / Caterino, Linda (Thesis advisor) / Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2011
Description
The main purpose of this thesis was to further explore factors that render particular children more susceptible to bullying and peer victimization. Race, age, and the activities that the children participated in were considered potential predictors of bullying and victimization. Self- and peer-reported data were gathered on 437 first and third grade children (234 boys and 203 girls, M age = 7 years, 6 months), including the frequency of peer victimization and the extent of their engagement in gender-typed activities. Activities were identified as either masculine (e.g., watching sports on television, playing with tools) or feminine (e.g., playing house, cheerleading) according to which sex was mostly likely to engage in them. Mixed support was obtained for the hypothesis that boys are at greater risk for being targets of peer aggression. Specifically, while peer-reports of victimization supported this hypothesis, self-reports revealed no sex differences. Support was obtained for the hypotheses that engaging in cross gender-typed activities would be a stronger risk factor for peer victimization for boys than for girls.
ContributorsAboud, Lauren Ashley (Author) / Ladd, Becky (Thesis director) / Eggum, Natalie (Committee member) / Ladd, Gary (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2013-05
ContributorsBeethoven, Ludwig van, 1770-1827 (Composer)
ContributorsBeethoven, Ludwig van, 1770-1827 (Composer)