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- Creators: Debussy, Claude, 1862-1918
Description
Although aggression is sometimes thought to be maladaptive, evolutionary theories of resource control and dominance posit that aggression may be used to gain and maintain high social prominence within the peer group. The success of using aggression to increase social prominence may depend on the form of aggression used (relational versus physical), the gender of the aggressor, and the prominence of the victim. Thus, the current study examined the associations between aggression and victimization and social prominence. In addition, the current study extended previous research by examining multiple forms of aggression and victimization and conceptualizing and measuring social prominence using social network analysis. Participants were 339 6th grade students from ethnically diverse backgrounds (50.4% girls). Participants completed a peer nomination measure assessing relational and physical aggression and victimization. They also nominated friends within their grade, which were used to calculate three indices of social prominence, using social network analysis. As expected, results indicated that relational aggression was associated with higher social prominence, particularly for girls, whereas physical aggression was less robustly associated with social prominence. Results for victimization were less clear, but suggested that, for girls, those at mid-levels of social prominence were most highly victimized. For boys, results indicated that those both high and low in prominence were most highly relationally victimized, and those at mid-levels of prominence were most highly physically victimized. These findings help inform intervention work focused on decreasing overall levels of aggressive behavior.
ContributorsAndrews, Naomi C. Z (Author) / Hanish, Laura D. (Thesis advisor) / Martin, Carol Lynn (Committee member) / Updegraff, Kimberly A (Committee member) / Arizona State University (Publisher)
Created2013
Description
The majority of early education programs today use a mix of child-centered and direct instruction approaches. Existing research comparing educational approaches is limited in the degree to which it can inform practice in mixed-method classrooms (i.e., classrooms using both child-centered and direct instruction approaches). The current dissertation extended previous research examining child-centered and direct instruction approaches to early education in two studies. The first study explored how free play and guided play differ from one another. The second study examined how time spent in free play, guided play, and direct instruction in the fall related to children's school readiness in the spring. Both studies were conducted using mixed-method Head Start classrooms. Participants were preschool children (Study 1 n = 284, Study 2 n = 283; M age = 52 months, 48% girls, 70% Mexican or Mexican-American) from lower socioeconomic status families. Observational data were utilized to assess children's time spent in free play and guided play and experiences with activities and peers in each context. Children's academic, affective, and social readiness were assessed through child interviews and teacher reports. The results provided little evidence to support the hypotheses or the popularly held belief that guided play is the most beneficial context for learning and development in early education programs. Findings were discussed in terms of the strengths and limitations of the studies and directions for future research. Importantly, recommendations for policy and practice were provided.
ContributorsGoble, Priscilla (Author) / Hanish, Laura D. (Thesis advisor) / Martin, Carol Lynn (Thesis advisor) / Wilkens, Natalie D. (Committee member) / Foster, Stacie (Committee member) / Arizona State University (Publisher)
Created2014
Description
In response to the recent publication and media coverage of several books that support educating boys and girls separately, more public schools in the United States are beginning to offer same-sex schooling options. Indeed, students may be more comfortable interacting solely with same-sex peers, as boys and girls often have difficulty in their interactions with each other; however, given that boys and girls often interact beyond the classroom, researchers must discover why boys and girls suffer difficult other-sex interactions and determine what can be done to improve them. We present two studies aimed at examining such processes. Both studies were conducted from a dynamical systems perspective that highlights the role of variability in dyadic social interactions to capture temporal changes in interpersonal coordination. The first focused on the utility of applying dynamics to the study of same- and mixed-sex interactions and examined the relation of the quality of those interactions to participants' perceptions of their interaction partners. The second study was an extension of the first, examining how dynamical dyadic coordination affected students' self-perceived abilities and beliefs in science, with the intention of examining social predictors of girls' and women's under-representation in science, technology, engineering, and mathematics.
ContributorsDiDonato, Matthew D (Author) / Martin, Carol L (Thesis advisor) / Amazeen, Polemnia G (Committee member) / Hanish, Laura D. (Committee member) / Updegraff, Kimberly A (Committee member) / Arizona State University (Publisher)
Created2012
Description
The major goal of the current study was to extend previous research on adolescents' gender stereotyping by assessing adolescents' academic, classroom regulatory behavior, and occupational gender stereotypes. This was done by creating new measures of academic and classroom regulation gender stereotypes. Using these measures, adolescents' gender stereotypes in core academic subjects, school in general, and classroom behavior were assessed. The coherence of adolescents' stereotypes was also examined. Participants were 257 7th grade students (M age = 12 years old, range 11-13 years old; 47% male. Students were administered surveys containing several measures of stereotyping. The results indicated that, for academic subjects, contrary to expectations, very few adolescents held traditional gender stereotypes; instead, most endorsed egalitarian views. Moreover, unexpected patterns emerged in which adolescents reported counter-traditional academic stereotypes. When sex differences were found in stereotyping patterns, they could be explained in part by ingroup bias. Approximately half of the students stereotyped classroom regulatory behaviors and occupations. Results provided support for the coherence of gender stereotypes such that students who stereotyped in one domain tended to stereotype in other domains. Strengths and limitations of the present study were discussed. Potentially important steps remain for research on the relation between academic gender stereotyping and academic performance.
ContributorsGalligan, Kathrine M (Author) / Martin, Carol Lynn (Thesis advisor) / Pahlke, Erin (Thesis advisor) / Fabes, Richard A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
The current study was a benefit cost analysis that examined mental and behavioral health and prescription drug service use data of 347 participants (212 youth and 135 caregivers) from a bereavement intervention, the Family Bereavement Program (FBP).The preliminary goals of the current study were to compare the FBP intervention and the Literature Control (LC) groups at the six year follow-up on: (a) number of participants using mental/behavioral health services and prescription drugs, (b) the frequency of use of mental/behavioral health services and prescription drugs, and (c) the costs of mental/behavioral health services and prescription drugs. The final, and primary goal, was to (d) calculate the benefits of the FBP by analyzing the monetary difference between the LC and FBP groups in terms of cost of services used and then by applying those benefits to the cost of the intervention. Data representing participating youths' and caregivers' mental health service use and prescription drug use at the sixth year post-intervention were collected, as were the costs of those services. Results indicated that fewer FBP participants used services and prescription drugs than the Literature Control (LC) participants, but FBP participants, particularly the youth, used some low intensity services more frequently whereas the LC youth used more intensive and costly services more frequently. Consequently, service costs were greater for participants in the LC group than for participants in the FBP group. The benefit cost ratio revealed that the FBP, as delivered, saved society between $.15 and $.27 in mental and behavioral health costs for every dollar spent on the intervention. Implications of these findings and directions for future research are discussed.
ContributorsPorter, Michèle M (Author) / Hanish, Laura D. (Thesis advisor) / Sandler, Irwin N. (Committee member) / Wolchik, Sharlene A (Committee member) / Johnson, William G. (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)