Matching Items (69)
Description
The transition process from high school to college can be filled with many rewards and challenges not only for students, but also for their families. As institutions have continued to evolve to support student success and retention, many universities have added or expanded parent and family program offices. While universities continue to work collaboratively with families promote student success, it is important to understand the how the needs of families may vary. One area to explore is the proximity of students to their family members and how distance may impact the transition for both students and families. A perceived problem in this study was that family members of local students were not as engaged as family members who lived outside the local area. The purpose of this action research study was to better understand and enhance the experience of local families as their students transitioned from high school to college. The study and innovation were grounded in two theoretical frameworks: funds of knowledge and Schlossberg’s transition theory. The innovation developed based upon learnings from these theoretical frameworks included four elements: (a) a family guide, (b) family newsletters, (c) an online family video series, and (d) an updated parent and family website. The study was a mixed methods action research study conducted over the course of one semester. Quantitative data was collected through the use of a presurvey at the start of the academic year and a postsurvey as the semester completed. Qualitative data was collected through individual interviews with local family members. The results of this study indicated that families who participated in at least one element of the innovation reported more knowledge of campus resources, felt more supported by the institution, and were confident in their ability to assist their student in the transition to college. Additionally, implications for practice and areas for future research were explored.
ContributorsBrice, Sarah Beth (Author) / Harris, Lauren M (Thesis advisor) / Doane, Leah (Committee member) / Sluis, Kimberly (Committee member) / Arizona State University (Publisher)
Created2019
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
Over 35% of multiracial college students fail to earn a degree, which can have significant economic and health costs over their lifespan. This study aimed to better understand college and psychological adjustment among multiracial college students of Hispanic/Latinx and White non-Hispanic descent by examining students’ racial identities and use of resilience resources. Latent profiles of identity were identified to better understand how different aspects of racial identity are clustered in this population. Multiracial college students (N=221) reported on racial identity as measured on multiple dimensions: Hispanic/Latinx identity, Hispanic/Latinx cultural orientation, White identity, identity integration, shifting expressions of identity, and identity malleability. Students also reported on their use of multiple resilience resources (personal mastery, social competence, perspective taking, coping flexibility, familism support values) and both college and psychological adjustment. Through regression and SEM analyses, results indicated that, of the resilience resources, only personal mastery was positively related to both college and psychological adjustment, while social competence was positively related to college adjustment. More shifting expressions of identity was related to poorer college and psychological adjustment, which was partially mediated via personal mastery. Stronger Hispanic/Latinx identity was related to higher perspective taking and coping flexibility, while stronger White identity was related to higher familism support values. Latent profiles of identity indicated a four-class solution, consisting of 1) “low identity”, 2) “integrated, low shifting”, 3) “integrated, shifting”, and 4) “high shifting, low integration”. Findings highlight the need for person-centered and ecological approaches to understanding identity development and resilience among multiracial college students, and can inform prevention and intervention efforts for multiracial college students of Hispanic/Latinx and White non-Hispanic descent. Results also demonstrate the importance of assessing multiracial identity via multiple dimensions including factors such as identity integration, shifting expressions of identity, and identity malleability.
ContributorsJewell, Shannon (Author) / Luecken, Linda J. (Thesis advisor) / Jackson, Kelly (Committee member) / Doane, Leah (Committee member) / Edwards, Michael (Committee member) / Arizona State University (Publisher)
Created2020
Description
Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher. Exploratory and confirmatory factor analysis revealed five factors indicating separate types of feedback: positive and negative academic-informative feedback, positive and negative behavioral-informative feedback, and an overall factor representing supportive feedback. Multilevel models revealed direct relations between teachers’ negative academic-informative feedback and students’ spring math achievement, as well as between teachers’ negative behavioral-informative feedback and students’ behavior patterns. Additionally, a fall math-by-feedback interaction was detected in the case of teachers’ positive academic-informative feedback; students who began the year struggling in math benefitted from more of this type of feedback. Finally, teachers’ feedback was investigated as a potential mediator in a previously established relation between teachers’ self-reported depressive symptoms and the observed quality of the classroom environment. Partial mediation was detected in the case of teachers’ positive academic-informative feedback, such that this type of feedback was accountable for a portion of the variance observed in the relation between teachers’ depressive symptoms and the quality of the classroom environment.
ContributorsMcLean, Leigh Ellen (Author) / Connor, Carol M. (Thesis advisor) / Lemery, Kathryn (Committee member) / Doane, Leah (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2015
Description
An abundance of data has established the links between both pain-related cognitions and relationship attachment qualities in the experience of pain, including long-term functional health in chronic pain patients. However, relatively few studies have explored the dynamic relation between pain and pain-related cognitions within a day, and no studies have tested the moderating role of relationship attachment on the within-day cognition—pain association in chronic pain patients. The objectives of this study were to: 1) assess whether late morning pain flares predicted changes in afternoon positive and negative pain-related cognitive appraisals, and whether these changes in turn predicted end-of-day pain, and 2) explore whether adult attachment anxiety moderated the pain-cognition relation in individuals with chronic pain due to fibromyalgia. One hundred and seventy four partnered individuals with fibromyalgia completed initial assessments of demographics and attachment anxiety, and subsequently completed electronic assessments of pain intensity and positive and negative cognitive pain-related appraisals three times a day for three weeks. Multilevel structural equation modeling established that a latent negative cognitive appraisal factor (encompassing shared variance from catastrophizing, pain irritation, and self-criticism related to pain) mediated the link between late morning and end-of-day pain intensity, in line with the hypothesis. Analyses also provided some support for a mediating role for a positive cognitive appraisal factor (a composite of pain control, pain self-efficacy, and feeling pain without reacting) in the daily course of pain; the mediated effect for positive appraisals was weaker than the mediated effect of negative appraisals, but was sustained in a model that included negative appraisals. Inconsistent with prediction, attachment anxiety did not moderate the within-day links between pain and cognitions. These findings establish the dynamic links within day between pain and pain-related cognitions, and highlight the potential impact of both negative and positive cognitions on daily pain regulation. They point to the value of broadening cognitive-behavioral treatment strategies for chronic pain patients to target not only negative but also positive cognitions.
ContributorsTaylor, Shannon Stark (Author) / Davis, Mary C. (Thesis advisor) / Zautra, Alex (Committee member) / Okun, Morris (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study examined whether social support available to parents moderated the heritability of parent-reported social approach at 12 months (N = 286 twin pairs, 52.00% female) and social competence at 30 months (N = 259 twin pairs, 53.30% female). Genetic and environmental covariance across age is also reported. Social support consistently moderated genetic influences on children’s social approach and competence, such that heritability was highest when parents reported low social support. Shared environment was not moderated by social support and explained continuity across age. Findings provide further evidence that genetic and environmental influences on development vary across context. When parents are supported, environmental influences on children’s social competence are larger, perhaps because support helps parents provide a broadly promotive environment.
ContributorsClifford, Sierra (Author) / Lemery-Chalfant, Kathryn (Thesis advisor) / Doane, Leah (Committee member) / Shiota, Michelle (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2017
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
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
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