Matching Items (273)
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
Despite the compelling nature of goodness of fit and widespread recognition of the concept, empirical support has lagged, potentially due to complexities inherent in measuring such a complicated, relational construct. The present study examined two approaches to measuring goodness of fit in mother-child dyads and prospectively explored associations to mother-child relationship quality, child behavior problems, and parenting stress across the preschool period. In addition, as goodness of fit might be particularly important for children with developmental delays, child developmental risk status was considered as a moderator of goodness of fit processes. Children with (n = 110) and without (n = 137) developmental delays and their mothers were coded while interacting during a number of lab tasks at child age 36 months and during naturalistic home observations at child age 48 months. Mothers and father completed questionnaires at child ages 36 and 60 months assessing child temperamental characteristics, child behavior problems, and parenting stress. Results highlight child-directed effects on mother-child goodness of fit processes across the early child developmental period. Although there was some evidence that mother-child goodness of fit was associated with parenting stress 2 years later, goodness of fit remains an elusive concept. More precise models and expanded developmental perspectives are needed in order to fully capture the transactional and dynamic nature of goodness of fit in the parent-child relationship.
ContributorsNewland, Rebecca Pauline (Author) / Crnic, Keith (Thesis advisor) / Bradley, Robert (Committee member) / Jahromi, Laudan (Committee member) / Millsap, Roger (Committee member) / Arizona State University (Publisher)
Created2014
Description
Twenty-five percent of Americans are first- or second-generation immigrants (US Census, 2012). Thus, it is likely that many Americans identify with at least two cultures, that of the mainstream United States culture, and their ethnic culture from which they came, making them bicultural. However, current understanding of the impact of biculturalism on psychological functioning is quite limited in scope, as few studies have examined this association longitudinally or considered the moderating role of the cultural environment. The present study proposed to take a more comprehensive approach in understanding the consequences of biculturalism on psychological outcomes (i.e., depression, anxiety, and substance abuse symptoms) among Mexican American adolescents, as they belong to one of largest and fastest growing ethnic groups in the United States (US Census, 2013). The present study had two major goals. The first was to examine the influence of biculturalism on depression, anxiety, and substance abuse symptoms longitudinally over the course of two years. It was hypothesized that overall, biculturalism will lead to less depression, anxiety, and substance abuse symptoms. The results partially supported these predictions. For males, biculturalism was related to significantly fewer anxiety symptoms, but not for females. Further, no main effects of biculturalism were found for depression and substance abuse for males or females. The second goal of the study was to examine the potential moderating role of the cultural environment on the influence of biculturalism on mental health symptoms. It was hypothesized that bicultural individuals will exhibit less mental health symptoms in bicultural environments (person-environment fit) compared to more monocultural individuals (person-environment misfit). However, no differences are expected to ii emerge between bicultural and monocultural individuals in monocultural environments, as both groups should be well adapted in these settings. The results did not fully support these predictions. Though, biculturalism for male adolescents was related to significantly fewer anxiety symptoms in home environments where parents reported moderate degrees of biculturalism, and females' biculturalism was related to significantly fewer depression symptoms in neighborhood environments that were relatively bicultural; no effects of biculturalism were found in environments that were the most bicultural. The implications of the findings are discussed.
ContributorsBasilio, Camille D (Author) / Knight, George P. (Thesis advisor) / Kwan, Virginia S.Y. (Committee member) / Roosa, Mark W. (Committee member) / Gonzales, Nancy (Committee member) / Arizona State University (Publisher)
Created2014
Description
Research regarding social competence is growing rapidly, but there remain a few aspects of social development that merit more attention. The presented pair of studies were planned to address two such areas in the social development literature, specifically the longitudinal trajectories of social competence and the role of social competence in second language development in language minority (LM) students. The goal of the first investigation was to examine the developmental trends of interpersonal skills (IS) across the early childhood and elementary school years in a nationally representative, U.S. sample. The goal of the second study was to examine whether differing trajectories of IS development in language minority children in the U.S. were related to their language and literacy (LL) skills at grade 5. Both studies utilized data from the Early Childhood Longitudinal Study - Kindergarten Class of 1998-1999 and modeled ratings of children's IS at five time points between fall of kindergarten and spring of fifth grade using latent class growth analyses in Mplus. In study 1, the best model was a quadratic two-class latent class growth analysis. Trajectory class 1 was a higher-level path with a marginally significant non-linear shape and class 2 was a primarily stable, moderate level path with a slight, non-significant increase over time. The same pattern of results emerged for both boys and girls separately as with the combined-sex model, and in all three final models the proportion of the sample in the higher-level class was greater than the moderate-level class. In study 2 a sample of U.S. children whose primary language at home was something other than English was utilized. LL at the start of kindergarten and sex were included as covariates and LL in fifth grade as a distal outcome. The best model for the data was a cubic two-class latent class growth analysis. Class 1 followed a higher-level path with small, incremental change over time and class 2 was a moderate-level path with greater undulation. Both covariates significantly predicted latent class and language and literacy scores at grade 5 differed significantly across classes.
ContributorsDiDonato, Alicia (Author) / Wilcox, M. Jeanne (Thesis advisor) / Bradley, Robert (Committee member) / Wilkens, Natalie (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
Recent reports have indicated that there are both mental health and educational disparities between Latino youth and their European American counterparts. Specifically, Latin youth are at a heightened risk for negative mental health outcomes in comparison to their non-Latino youth (e.g., Eaton et al., 2008). Further, 16.7% of Latino adolescents dropped out of high school compared to 5.3% of European American youth over the past several decades (1960-2011; U.S. Department of Education, 2013). Mexican American (M.A. youth in particular, have the lowest educational attainment among all Latino ethnic groups in the U.S. (U.S. Census Bureau, 2010). While these mental health and educational disparities have often been attributed to discrimination experiences that Latino youth encounter, there is also consistent empirical evidence linking discrimination with these maladjustment problems. These studies confirmed that discrimination directly related to depressive symptoms (e.g., Umana-Taylor et al., 2007), externalizing behaviors (Berkel et al., 2010), self-esteem (e.g., Zeiders et al., 2013), and academic outcomes (e.g., Umana-Taylor et al., 2012). Few studies to date have examined the underlying mechanisms (i.e., moderation and mediation) that help us to better understand resiliency paths for those Latino youth that display positive adjustment outcomes despite being faced with similar discrimination encounters that their maladjusted peers face. Therefore, the following two studies examined various mechanisms in which discrimination related to adjustment to better understand potential risk and resiliency processes in hopes of informing intervention research. Paper 1 explored cultural influences on the association between discrimination, active coping, and mental health outcomes in M.A. youth. Paper 2 examined how trajectories of discrimination across 5th, 7th, and 10th grades related to cultural values, externalizing behaviors, and academic outcomes in M.A. youth. Taken together, these studies provide a culturally informed overview of adjustment processes in M.A. adolescents who face discrimination in addition to identifying critical directions for future research in efforts to gaining a more contextualized and comprehensive understanding of the dynamic processes involved in discrimination and adjustment in M.A. youth.
ContributorsO'Donnell, Megan (Author) / Roosa, Mark W. (Thesis advisor) / Dumka, Larry (Committee member) / Gonzales, Nancy (Committee member) / Barrera, Manuel (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study investigated father-child Activation Theory and the impact of activative fathering on children's dysregulation and social skills. The sample followed 145 families of typically developing children across ages 4 to 6. Fathering and mothering behaviors were coded via naturalistic observations at child age 4, children's dysregulation was coded during a laboratory puzzle task at age 5, and children's social skills were rated by parents and teachers at age 6. Results found support for a constellation of activative fathering behaviors unique to father-child interactions. Activative fathering, net of mothering behaviors, predicted decreased behavioral dysregulation one year later. Support was not found for moderation of the relation between activative fathering and children's dysregulation by paternal warmth, nor was support found for children's dysregulation as a mediator of the relation between activative fathering and children's social skills. These results suggest that parenting elements of father-child activation are unique to fathering and may be more broadly observable in naturalistic contexts not limited to play activities alone. Additionally, activative fathering appears to uniquely influence children's self-regulatory abilities above and beyond identical mothering behavior. In the present work, paternal warmth was not a necessary for activative fathering to positively contribute to children's regulatory abilities nor did children's dysregulation link activative fathering to social skills.
ContributorsStevenson, Matthew (Author) / Crnic, Keith (Thesis advisor) / Dishion, Thomas (Committee member) / Bradley, Robert (Committee member) / Eisenberg, Nancy (Committee member) / Arizona State University (Publisher)
Created2014
Description
The primary aim of this study was to investigate resilient profiles in low-income Mexican American (MA) mothers. MA mothers are part of an under researched population, the fastest growing ethnic minority group, and have the highest birth rate in the United States, presenting a significant public health concern. The transition to motherhood can be an emotionally and physically complex time for women, particularly in the context of a stressful low-income environment. Although most low-income women navigate this transition well, a significant number of mothers develop moderate to severe depressive symptoms. The proposed research investigated profiles of resilience during the prenatal period using a person-centered approach via latent profile analysis. In alignment with current resilience theories, several domains of resilience were investigated including psychological, social, and cultural adherence (e.g., maintaining specific cultural traditions). Concurrent prenatal depressive symptoms and stress were correlated with the profiles in order to establish validity. Six week postpartum depressive symptoms and physiological processes (e.g., overall cortisol output, heart rate variability, and sleep) were also predicted by the prenatal resilient profiles. The resulting data revealed three separate profiles: low-resource, high-resource Anglo, and high-resource Mexican. These resilience profiles had differential associations with concurrent depressive symptoms and stress, such that women in the high-resource profiles reported less depressive symptoms and stress prenatally. Further, profile differences regarding cortisol output, resting heart rate variability, were also found, but there were no differences in insomnia symptoms. Profile classification also moderated the effects of prenatal economic stress on postpartum depressive symptoms, such that women in the high-resource Mexican profile were at risk for higher postpartum depressive symptoms under high economic stress compared to the high-resource Anglo group, which demonstrated a more resilient response. Overall, the results suggest the presence of multiple clusters of prenatal resilience within a sample of MA mothers facing health disparities, with various effects on perinatal mental health and postpartum physiological processes. The results also highlight the need for multi-dimensional models of resilience and the possible implications for interventions.
ContributorsGress Smith, Jenna L (Author) / Luecken, Linda J. (Thesis advisor) / Gonzales, Nancy (Committee member) / Okun, Morris (Committee member) / Zautra, Alex (Committee member) / Arizona State University (Publisher)
Created2014
Description
Maternal intrusiveness is an important predictor of child mental health problems. Evidence links high levels of maternal intrusiveness to later infant negativity, and child internalizing problems. However, children also influence the manner in which parents interact with them. For example, infants that show more negative emotionality elicit less positive parenting in their caregivers. Infant affect is also associated with later child internalizing difficulties. Although previous research has demonstrated that maternal intrusiveness is related to infant affect and child internalizing symptomatology, and that infant affect is a predictor of internalizing problems and parenting, no studies have looked at the transactional relations between early maternal intrusiveness and infant affect, and whether these relations in infancy predict later childhood internalizing symptomatology. The present study investigates young children's risk for internalizing problems as a function of the interplay between maternal intrusiveness and infant affect during the early infancy period in a low-income, Mexican-American sample. Participants included 323 Mexican-American women and their infants. Data were collected when the infants were 12, 18, 24, and 52 weeks old. Mothers were asked to interact with their infants in semi-structured tasks, and mother and infant behaviors were coded at 12, 18, and 24 weeks. Maternal intrusiveness was globally rated, and duration of infant negative- and positive affect was recorded. Mother reports of child Internalizing symptomatology were obtained at 52 weeks. Findings suggest that there are transactional relations between early maternal intrusiveness and infant negative affect, while the relations between infant positive affect and maternal intrusiveness are unidirectional, in that infant positivity influences parenting but not vice versa. Further, findings also imply that neither maternal intrusiveness, nor infant affect, influence later toddler internalizing symptomatology. Identifying risk processes in a Mexican-American sample adds to our understanding of emerging infant difficulties in this population, and may have implications for early interventions.
ContributorsRystad, Ida A (Author) / Crnic, Keith A (Thesis advisor) / Enders, Craig (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2014
Description
Preschool teachers have the opportunity to facilitate children's play with a variety of classroom activities. Preschool activities can be categorized as masculine, feminine, and gender-neutral based on children's preferences. Understanding how and why teachers facilitate children's play with feminine, masculine, and gender-neutral activities is important because children's engagement in gender typed activities has been linked to cognitive development. The current study extends previous and outdated research on teachers' engagement in gender-typed classroom activities by using a teacher-focal observational coding system and survey data to assess the frequency at which, with whom, and why teachers facilitate feminine, masculine, and gender-neutral activities. Results reveal teachers facilitate gender-neutral and masculine activities more frequently than feminine activities. However, facilitation of these activities is qualified by with whom the teacher interacts and the classroom context. During free play, teachers facilitate gender-typed activities in stereotypic ways, facilitating masculine activities with boys more than with girls and feminine activities with girls more than with boys. Although, during structured settings, teachers do not facilitate masculine and feminine activities at different frequencies. Finally, in both free play and structured settings, teachers' gender attitudes do not seem to be strong predictors of their facilitation of gender-typed and gender-neutral activities with the exception of teachers' facilitation of feminine activities during structured settings. The present findings address important issues in educational and developmental research by investigating teachers' gendered classroom practices.
ContributorsGranger, Kristen L (Author) / Hanish, Laura (Thesis advisor) / Bradley, Robert (Committee member) / Kornienko, Olga (Committee member) / Arizona State University (Publisher)
Created2014
Description
During adolescence, friends are a central part of adolescents' daily lives, they serve as significant sources of emotional support and companionship (Keefe & Berndt, 1996; Way & Robinson, 2003) as well as provide opportunities to negotiate interpersonal conflicts and disagreements (Laursen & Pursell, 2009). This study was designed to examine the nature and correlates of friendships, capturing the multidimensional nature of these relationships. Specifically, three goals were proposed: (a) to use a pattern-analytic approach to identify different profiles of adolescents' friendships along three dimensions: intimacy, negativity, and involvement; (b) to examine linkages between profile membership and adolescents' cultural orientations and values; and (c) to explore the relation between profile membership and adolescent well-being. Participants were 246 Mexican-origin adolescents (M = 12.50 years; SD = 0.58) who participated in home interviews and a series of nightly phone calls. Adolescents reported on their friendship qualities, their cultural orientations and values, as well as their depressive symptoms, risky behaviors, and on their current grades (GPA). Adolescents' time spent with best friends was calculated from the seven nightly phone calls. Results revealed three distinct latent profiles: Positive Engagement, Moderate Engagement, and Low Involvement. Profile membership was not linked to adolescents' cultural orientations and values. Further, associations emerged between profile membership and adolescents' GPA, but not their risky behaviors and depressive symptoms.
ContributorsRodriguez, Sue Annie (Author) / Updegraff, Kimberly (Thesis advisor) / Umana-Taylor, Adriana (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2011