Matching Items (28)
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Description
The current study expands prior work on children's coping with peer victimization by employing person-centered analyses to identify discrete classes of coping behavior, associations with children's maladjustment, and patterns of stability and change over time. Specifically, data were collected at two longitudinal time points from 515 middle school children who

The current study expands prior work on children's coping with peer victimization by employing person-centered analyses to identify discrete classes of coping behavior, associations with children's maladjustment, and patterns of stability and change over time. Specifically, data were collected at two longitudinal time points from 515 middle school children who reported experiencing at least occasional peer victimization (284 girls, 231 boys; Mage = 8 years, 5 months, SDage = 10.38 months). Three active, behavioral coping strategies were examined: support seeking from teachers, support seeking from friends, and retaliation. A series of cross-sectional latent profile analyses suggested that coping styles may be characterized by 3 distinct classes: (1) support seeking, (2) retaliation, or (3) a combination of these strategies, labeled mixed strategy coping. Peer victimization, depression, and loneliness were included as concurrent covariates of class membership and results indicate that mixed strategy coping may put children at greater social and emotional risk, whereas both support seeking and retaliation may pose potential benefits in the face of victimization. Further, longitudinal latent transition analyses were conducted to examine the stability and change in coping over time, indicating that coping is largely dispositional, though has the potential to change, particularly among children who experience shifts towards greater maladjustment over time. Results emphasize mixed strategy coping - a coping style that is underrepresented in the current research - as both an important factor that may contribute to greater social and emotional difficulties and also as a potential transitioning point during which change in children's coping may be addressed.
ContributorsVisconti, Kari Jeanne (Author) / Kochenderfer-Ladd, Becky (Thesis advisor) / Ladd, Gary W (Thesis advisor) / Valiente, Carlos (Committee member) / Kochel, Karen (Committee member) / Arizona State University (Publisher)
Created2013
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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

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
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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

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
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Description
Researchers who have previously explored the relation of broad-based temperamental approach constructs, such as surgency/extraversion, exuberance, or behavioral approach sensitivity, to academic competence (AC) in early elementary school have often found conflicting results. Moreover, few researchers have examined the interaction between these approach reactivity constructs and effortful control (EC) in

Researchers who have previously explored the relation of broad-based temperamental approach constructs, such as surgency/extraversion, exuberance, or behavioral approach sensitivity, to academic competence (AC) in early elementary school have often found conflicting results. Moreover, few researchers have examined the interaction between these approach reactivity constructs and effortful control (EC) in the prediction of AC. The goal of the current study was to examine the fine-tuned relations of different aspects of temperamental approach reactivity in early childhood (42 and 54 months; N=223), such as impulsivity, frustration, and positive affect, as well as EC, to AC during early elementary school (72 and 84 months). Examining the complex relations may clarify the literature using broad-based approach reactivity constructs. Temperament was observed in the laboratory when children were 54 months of age. Mothers and caregivers also reported on children's impulsivity at 42 and 54 months. School-related behavioral adjustment was reported by children, mothers, and teachers, and GPA was reported by teachers at 72 and 84 months. The results of the study indicated that positive affect, EC, and receptive language ability were the only unique direct predictors of school adjustment and/or GPA. Without EC in the model, only positive affect and vocabulary predicted AC. Frustration, positive affect, and impulsivity each interacted with EC to predict AC outcomes, such EC was only related to higher AC for children with high impulsivity or anger, or low positive affect. Additionally, positive affect and impulsivity interacted to predict GPA, such that impulsivity was positively related to GPA for children with high positive affect, but it was negatively, albeit nonsignificantly, associated with GPA for children with low positive affect. These results were found to be similar for boys and girls. Finding are discussed in terms of the developmental importance of early EC for academic competence for children who have high approach reactivity, as well as the interactive effects of dimensions of approach reactivity on academic achievement.
ContributorsVanSchyndel, Sarah (Author) / Eisenberg, Nancy (Thesis advisor) / Spinrad, Tracy L. (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
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Description
Dangerous drinking on college campuses is a significant public health issue. Over the last decade, the National Institute on Alcohol Abuse and Alcoholism and the U.S. Department of Health and Human Services have called on universities, community leaders, policymakers, parents and students to work together to develop effective, research based

Dangerous drinking on college campuses is a significant public health issue. Over the last decade, the National Institute on Alcohol Abuse and Alcoholism and the U.S. Department of Health and Human Services have called on universities, community leaders, policymakers, parents and students to work together to develop effective, research based alcohol prevention and/or intervention programs. Despite such calls, parent-based prevention programs are relatively rare on college campuses, and there is a paucity of research on the ways in which parents influence their emerging adult children's drinking behaviors. The present project is designed to help address this need. Grounded in social cognitive theory, this exploratory study focuses on alcohol communication and poses numerous questions regarding the alcohol messages exchanged between college students and their parents, as well as how such messages associate with college students' dangerous drinking. Undergraduate students ages 18 to 25 who were enrolled in communication classes were recruited for the study and asked to recruit a parent. The sample included 198 students and 188 parents, all of whom completed an online survey. Results indicated the majority of college students have had alcohol conversations with a parent since the student graduated from high school. Parents viewed such conversations as significantly more open, direct, and ongoing than did students; though both generally agreed on the content of their alcohol communication, reporting an emphasis on the negative aspects of drinking, particularly the dangers of drinking and driving and the academic consequences of too much partying. Frequent discussions of drinking risks had significant, positive associations with students' dangerous drinking, whereas parents' reports of discussing rules about alcohol had a significant negative association with students' alcohol consumption. There were strong significant associations between the types alcohol topics discussed and students' perception that their parents approved of their drinking, as well as parents' actual approval. Perceived approval had a significant, positive association with students' dangerous drinking; however, actual parental approval was not a significant predictor of students' drinking outcomes. Parents' alcohol consumption had a significant positive association with students' alcohol consumption. Implications for parents, public health practitioners, and future research are discussed.
ContributorsMenegatos, Lisa Marie (Author) / Floyd, Kory (Thesis advisor) / Lederman, Linda C. (Thesis advisor) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2011
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Description
The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, hel

The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept of academic achievement. Rates of growth in parental expectations, parental help with schoolwork, and home learning materials predicted rates of growth in academic achievement.
ContributorsSeeley, Bridget Granville (Author) / Valiente, Carlos (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Arzubiaga, Angela (Committee member) / Eggum, Natalie D (Committee member) / Arizona State University (Publisher)
Created2012
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Description
I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or

I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or math achievement in second grade (N = 291). In the fall of each school year, parents reported their positive or negative reactions and parents and teachers reported on children's EC. Standardized achievement tests assessed achievement each spring. Results from autoregressive panel mediation models demonstrated that constructs exhibited consistency across study years. In addition, first-grade EC mediated relations between parents' reactions (i.e., a difference composite of positive minus negative reactions) at kindergarten and second-grade math, but not reading, achievement. Findings suggest that one method of promoting math achievement in early school is through the socialization of children's EC. In Study 2, I examined relations between teachers' EC, teachers' reactions to children's negative emotions, the student-teacher relationship (STR), and children's externalizing behaviors or achievement among 289 second-graders and their 116 teachers. Results from mixed-model regressions showed that negative reactions and teacher-reported STR mediated relations between teachers' EC and math achievement. In addition, teacher-reported STR mediated links between teachers' EC and externalizing problems across reporters and between teachers' EC and reading achievement. Tests of moderated mediation indicated that a high-quality STR was negatively associated with externalizing problems and high levels of teachers' negative reactions were negatively related to math achievement only for students low in EC. In tests of moderation by social competence, teachers' reports of high-quality STRs tended to be negatively associated with externalizing problems, but relations were strongest for students not high in social competence. For students low in social competence only, children's reports of a high-quality STR was related to lower reading achievement. These results highlight the utility of considering whether and how teachers' own intrinsic characteristics influence classroom dynamics and students' academic functioning outcomes.
ContributorsSwanson, Jodi Michelle (Author) / Valiente, Carlos (Thesis advisor) / Bradley, Robert H (Thesis advisor) / Kochenderfer-Ladd, Becky (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Arizona State University (Publisher)
Created2011
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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

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
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Description
This study investigated the efficacy of Early Head Start home-based, center-based and mixed-approach programs on cognitive, language and behavioral outcomes at different levels of cumulative environmental risk. Early Head Start is a federal program that provides low-income families and their children from birth to age three with childcare, parenting education,

This study investigated the efficacy of Early Head Start home-based, center-based and mixed-approach programs on cognitive, language and behavioral outcomes at different levels of cumulative environmental risk. Early Head Start is a federal program that provides low-income families and their children from birth to age three with childcare, parenting education, healthcare and other family supports. As part of Early Head Start's initiation, a program evaluation was begun involving 3,001 children from 17 programs around the country. Half of the children were randomly assigned to the control group, who received no Early Head Start services. Data were collected through program application and enrollment forms, interviews of parents and child and family assessments. Almost all of the children's primary caretakers were mothers, ranging in age from 18 to 26. One-third were African American, one-third white, and one-fourth Hispanic. Almost half of the parents did not have a high school diploma at the time of enrollment, and most of the families received public support of some kind. For each child, a multiple environmental risk score was calculated, which was the sum of 10 possible environmental risks. Each of four outcomes was regressed onto the ten risks individually and also as a cumulative risk index along with program type and covariates. There were significant negative relations of accumulated risk to reductions in reasoning, spatial ability and vocabulary and increased behavior problems. Children with at least eight risks scored 1.48 standard deviations lower on reasoning ability and vocabulary, .48 standard deviations lower on spatial ability and .48 standard deviations higher on behavior problems. The home-based program showed significant benefit for reasoning and vocabulary. Versus the control group, home-based programs increased average reasoning scores by .24 of a standard deviation and increased vocabulary by .14 of a standard deviation. There was no significant difference in program benefits at different levels of risk. This suggests that for reasoning and vocabulary, the home-based program is promotive because the degree of benefit Early Head Start appears to provide is consistent across all levels of risk for the set of risks and outcomes examined in this study.
ContributorsBudinger, Susan (Author) / Bradley, Robert H (Thesis advisor) / Doane Sampey, Leah D (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2012
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Description
This longitudinal study examined the relations between self-regulation and reading achievement from kindergarten through second grade. In addition to the broader concept of effortful control, this study looked at various sub-components, including attention focusing and inhibitory control. A series of unconditional latent growth curve models were estimated to assess the

This longitudinal study examined the relations between self-regulation and reading achievement from kindergarten through second grade. In addition to the broader concept of effortful control, this study looked at various sub-components, including attention focusing and inhibitory control. A series of unconditional latent growth curve models were estimated to assess the initial level and growth of children’s parent- and teacher-reported effortful control and reading skills. In addition, parallel-process latent-growth curve models were estimated to examine the relations between the growth parameters (e.g., how the initial level and growth in self-regulation relates to the initial level and growth in reading). Parent-reported inhibitory control and effortful control displayed linear growth over this time period. Teacher-reported self-regulation did not change significantly. Reading achievement increased across all three time points, but the rate of growth was steeper from kindergarten through first grade than from first to second grade. Results from the parallel-process models showed that the kindergarten scores for parent-reported attention focusing and inhibitory control were negatively related to growth in Letter Word abilities from first through second grade, whereas initial teacher-reported attention focusing, inhibitory control, and effortful control were negatively related to growth in Passage Comprehension abilities from first to second grade. This study illustrates important relations between self-regulation and reading abilities throughout the first few years of elementary school.
ContributorsWall, Carla (Author) / Valiente, Carlos (Thesis advisor) / Jahromi, Laudan (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2015