Matching Items (20)
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 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
Description
The primary goals of this study were to empirically identify subgroups of socially withdrawn youth in late childhood using latent profile analysis and to examine profiles of students' scholastic adjustment. Further, comparisons of the academic functioning for different subtypes of withdrawn children, with particular emphasis on socially disinterested and socially avoidant youth, were made. Participants were 358 fifth grade children. Results indicated that theoretical subtypes of socially withdrawn youth emerge among fifth grade students (i.e., shy, socially disinterested, socially avoidant, and nonwithdrawn). Additionally, associations among subtype membership and various indices of academic engagement and achievement demonstrated unique academic profiles depending on subgroup classification. In particular, youth who were identified as socially avoidant were at greatest risk for academic difficulties compared to their peers. Findings also emerged for socially disinterested youth indicating some degree of academic maladjustment associated with a preference for solitude. These findings have implications for students exhibiting different forms of social withdrawal for their academic functioning in later childhood.
ContributorsSechler, Casey M (Author) / Ladd, Gary W. (Thesis advisor) / Kochel, Karen P. (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2012
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 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
Description
The current study expands prior work on early adolescents’ impression management in the classroom by developing a self-report measure that was used to explore students’ endorsement of four academic self-presentation strategies (i.e., exaggerate, downplay, honest, and avoid) depending on peer type (i.e., best friend and most popular classmate), academic performance condition (i.e., strong and poor performance), and whether gender differences emerged, when discussing one’s level of effort on a class project. Specifically, data were collected from 475 eighth-grade students (253 boys, 222 girls) within a high-performing educational context. Preliminary psychometric evidence is provided indicating that the measurement tool developed for the present study shows promise. Additionally, findings from the current study extend existing work in which eighth-grade students perceive that high-status youth are less academically engaged than one’s close friends, and students are reluctant to appear industrious to one’s peers; however, given the novelty of the measure and educational context in which data were collected, alternative interpretations and corresponding implications of study results are discussed. The current study also extends theoretical conceptualizations of how transactional processes among early adolescents’ perceptions of academic norms among classmates, concerns over one’s public image, and students’ use of academic self-presentation strategies with peers may have lasting effects on students’ educational identity and commitment.
ContributorsSechler, Casey M. (Author) / Ladd, Gary W. (Thesis advisor) / Updegraff, Kimberly (Thesis advisor) / White, Rebecca M.B. (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Created2017
Description
There is limited research on bullying among college students and even less research on hazing behaviors among students who are in a campus organization. Previously used scales were created for use with children and were not behavior specific, leaving out adult experiences college students may encounter and asking about bullying in general which leaves the definition up to the responder. This study aimed to create an instrument that examines behavior specific experiences with college students and their peers, in the general college setting and specific to a campus organization they belong to. Five hundred and two undergraduate students completed surveys of college experiences, affect, and well-being. Results indicate one factor for college bullying and one factor for hazing in college organizations. Bullying and hazing were found to be similar but different, with students having more experiences with bullying and the two experiences having different relations to affect and well-being. This study lends to the growing literature on bullying experiences of adults and begins the necessary evaluation of hazing in college organizations.
ContributorsDimberg, Sierra Kelsey (Author) / Tracey, Terence (Thesis advisor) / Kochenderfer-Ladd, Becky (Thesis advisor) / Robinson-Kurpius, Sharon (Committee member) / Arizona State University (Publisher)
Created2016
Description
The central focus of this dissertation was to build on prior research that has underscored the significance of investigating culturally informed values and beliefs to promote racial-ethnic minority youths’ adjustment. In particular, Study 1 examined how Mexican-origin adolescents’ endorsements of familism values contributed to and moderated established theoretical associations within the achievement motivation process (i.e., contextual environment/individual factors, motivational beliefs, achievement-related strategies) and ultimately informed educational adjustment over time, or 5 years postpartum. Findings from Study 1 supported hypotheses regarding the dual role of familism values as both a promotive and protective factor throughout the achievement motivation process. Importantly findings highlight familism as an important cultural asset to consider as a potential facilitator of Mexican-origin adolescent mothers’ postpartum educational attainment. In addition to examining the promotive and protective function of familism, Study 2 explored how constellations of culturally informed promotive and protective factors, based on familism values, familial ethnic socialization, mothers’ and adolescents’ education aspirations, and social support (from family, peers, and dating partners), directly informed Mexican-origin adolescent mothers’ educational adjustment postpartum. Three distinct profiles emerged across social, aspirational, and familial domains, when adolescents were in their third trimester of pregnancy. Profiles were distinguished by unique patterns among study variables as a function of different levels of assets and resources. Furthermore, coresidency and economic hardship emerged as significant predictors of membership into latent profiles; and membership in specific profile groups significantly predicted educational attainment five years postpartum. Patterns of promotive/protective factors identified in the current study illustrate the importance of considering how the combination of multiple factors, across culturally salient domains, work in tandem to inform Mexican-origin adolescent mothers’ long-term educational attainment. Overall study findings offer a comprehensive insight into how familism values and other culturally informed factors contribute to the achievement motivation process and educational adjustment of pregnant and parenting Mexican-origin adolescent.
ContributorsBravo, Diamond Yvonne (Author) / Umaña-Taylor, Adriana J. (Thesis advisor) / Updegraff, Kimberly A. (Committee member) / Simpkins-Chaput, Sandra (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Created2016
Description
Both theoretical and empirical research has recognized the importance of contextual factors for Mexican-origin youths' educational outcomes. The roles of parents, teachers, and peers have been predictive of Mexican-origin youths' academic achievement, educational expectations, and decision to enroll in postsecondary education. However, few studies have examined the interdependence among sociocultural context characteristics in predicting Mexican-origin youths' educational outcomes. In this dissertation, two studies address this limitation by using a person-centered analytical approach. The first study identified profiles of Mexican-origin youth using culturally relevant family characteristics. The second study identified profiles of Mexican-origin youth using culturally relevant school characteristics. The links between profiles and youths' academic achievement, educational expectations, and postsecondary enrollment were examined in both studies. Overall, this dissertation contributes to the growing body of literature that aims to understand risk and protective processes related to Mexican-origin youths' academic achievement, educational expectations, and postsecondary enrollment.
ContributorsSang, Samantha (Author) / Updegraff, Kimberly A (Thesis advisor) / Umaña-Taylor, Adriana J. (Committee member) / Lindstrom Johnson, Sarah (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Created2017
Description
The purpose of this study was to investigate the role teacher-relational bullying schemas may have in influencing the likelihood of youth seeking teachers' assistance. The first goal of the study was to assess whether supportive and helpful teacher-responses to bullying schemas (TRBS) were associated with greater likelihood of involving teachers, and unhelpful TRBSs was related to lower likelihood of teacher seeking coping. The second goal was to examine possible differences in TRBS and likelihood of seeking help based on sex, grade, personal behavioral blame, personal aggression, and victimization. Towards these aims, data were gathered from 320 fourth and sixth grade students (152 boys; 168 girls) in the fall and spring of the academic year. MANOVA analyses revealed sex and grade differences, such as sixth grade boys were least likely to tell their teacher and most likely to blame their own behavior for being bullied than any other group. Results from a series of regression analyses found personal behavior blame and peer-directed aggression was related with less likelihood of telling. In addition, the association between parents or principal TRBS and telling the teacher was moderated by personal behavioral blame. Moreover, punishment predicted lower probability of telling concurrently and longitudinally.
ContributorsCortes, Khaerannisa (Author) / Kochenderfer-Ladd, Becky (Thesis advisor) / Ladd, Gary W. (Committee member) / Eggum, Natalie D. (Committee member) / Arizona State University (Publisher)
Created2013
Description
In the past two decades, the population of so-called "foreign brides" in Taiwan has increased significantly. "Foreign brides" are female immigrants from Southeast Asian countries who have married Taiwanese men through marriage brokers. The term "new immigrant women" is used in this study to describe this particular group of women because it is a self-identified, less derogatory term. New immigrant women's families are at significant disadvantages with their low social class, the commodified nature of marriage, and societal discrimination against them. Guided by a feminist epistemology and grounded in family studies and eco-cultural theories, this study explores this particular group of immigrant women's educational beliefs, practices, and agency manifested through their motherhood. The following research questions guide this study: 1) How do new immigrant women experience their motherhood? 2) How do new immigrant women conceptualize and contextualize their mothering experiences? 3) How is agency developed and displayed in new immigrant women's mothering practices? How does agency influence new immigrant women's mothering practices? 4) What are new immigrant women's mothering beliefs and practices? 5) What are the specific practices related to children's schoolwork in which new immigrant women are engaged? 6) What are the implications of new immigrant women's perspectives on motherhood for their education, including adult education and parenting education? Twenty-five immigrant women originally from various Southeast Asian countries who had at least one child participated in the study. They were interviewed at least two times and the interview duration ranged from one hour to four hours. All interviews were audio recorded and conducted in Mandarin Chinese, Holo Taiwanese, and English by the researcher. Constructionist grounded theory was utilized to analyze data. The findings suggest that new immigrant women's educational beliefs, practices, and agency are strongly influenced by interaction between their original cultural background, social class, family-in-law, and the ecology of the community in which they are situated. New immigrant women demonstrated dynamic mothering practices and developed agency from their mother role. The results can help policy makers to refine a framework to develop educational programs for these parents that are effective and more supportive of their children's development.
ContributorsChen, Tzu-Hui (Author) / Moore, Elsie (Thesis advisor) / Fonow, Mary Margaret (Committee member) / Kochenderfer-Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2010
Description
Despite some prevailing attitudes that bullying is normal, relatively innocuous behavior, it has recently been recognized as a serious problem in schools worldwide. Victimized students are more likely to evidence poor academic and semi-academic outcomes, experience social difficulties, and drop out of school in comparison to their non-victimized peers. Although anti-bullying programs have proliferated during the last decade, those aimed at helping children cope with bullying often suffer from a lack of basic research on the effectiveness of children's responses to bullying. The focus of this study was to delineate the ways in which elementary school-aged children typically cope with peer victimization, then to examine which strategies reduce future risk for harassment and associated adjustment problems to inform prevention and intervention program development. A cohort-sequential design was used to examine the effectiveness of children's strategies for coping with peer victimization. The sample included 317 children (157 boys; 49.5% Caucasian, 50.5% Hispanic; M age =10 years 5 months at T1) who were surveyed in the Fall and Spring of two academic years. Confirmatory factory analysis was used to validate the factor structure of the coping measure used and internal reliability was verified. Comparison of means indicated differences in children's coping based upon sex and age. For example, girls tend to cope more emotionally and cognitively, while boys are more behavioral in their coping. Regression results indicated that a number of specific relationships were present between coping, victimization, loneliness, and anxiety. For example, support seeking behavior was effective at decreasing victimization for younger children (fourth graders) who experienced high initial victimization. In contrast, revenge seeking behavior was predictive of increased victimization for both girls and highly victimized students. Problem solving was effective at reducing adjustment problems over time for younger students and, although results for older students were non-significant, it appears to be a promising strategy due to a lack of association with negative future outcomes. Results highlight the importance of identifying influential characteristics of individual children in order for prevention and intervention programs to successfully decrease the incidence and adverse impact of bullying behavior.
ContributorsPolasky, Sarah Anne (Author) / Kochenderfer-Ladd, Becky (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Moore, Elsie G. J. (Committee member) / Arizona State University (Publisher)
Created2010