Matching Items (15)
Description
ABSTRACT The major hypothesis tested in this research is that the psychological well-being and life satisfaction of elderly adult individuals can be predicted from religiosity (organizational and non-organizational religious beliefs and behaviors). The sample consisted of 142 adults between the ages of 65-90, with the majority in the 65-70 age group (48%) (SD = 1.176). The entire sample resides in the state of Arizona, in both urban and rural communities. Participants were administered a questionnaire which requested demographic information, and three instruments: the Duke University Religion Index (the DUREL), and the Affect Balance Scale and the Life Satisfaction Index - Z (LSIZ). Correlational and Multiple regression analyses were used to examine the relation between these adults' psychological well-being, life satisfaction and their religiosity. Independent t-tests were also used to examine possible sex, ethnic and religiosity effects on psychological well-being and life satisfaction. Findings revealed that psychological well-being and life satisfaction are higher when religiosity is higher, regardless of sex or ethnicity. These findings are consistent with those of previous research in this field.
ContributorsMoreno-Weinert, Inez (Author) / Moore, Elsie (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Ladd, Becky (Committee member) / Cohen, Adam (Committee member) / Arizona State University (Publisher)
Created2012
Description
Few measurement tools provide reliable, valid data on both children's emotional and behavioral engagement in school. The School Liking and Avoidance Questionnaire (SLAQ) is one such self-report measure developed to evaluate a child's degree of engagement in the school setting as it is manifest in a child's school liking and school avoidance. This study evaluated the SLAQ's dimensionality, reliability, and validity. Data were gathered on children from kindergarten through 6th grade (n=396). Participants reported on their school liking and avoidance in the spring of each school year. Scores consistently represented two distinct, yet related subscales (i.e., school liking and school avoidance) that were reliable and stable over time. Validation analyses provided some corroboration of the construct validity of the SLAQ subscales, but evidence of predictive validity was inconsistent with the hypothesized relations (i.e., early report of school liking and school avoidance did not predict later achievement outcomes). In sum, the findings from this study provide some support for the dimensionality, reliability, and validity of the SLAQ and suggest that it can be used for the assessment of young children's behavioral and emotional engagement in school.
ContributorsSmith, Jillian (Author) / Ladd, Gary W. (Thesis advisor) / Ladd, Becky (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study reports on the interrelations among several domains of gender typing (e.g., masculinity, sexualization, and sexism) as well as their relationships to self-esteem. A group of undergraduates (113 women and 54 men) between the ages of 18-42 were administered online questionnaires asking them about masculinity beliefs, internalized sexualization, sexist beliefs, and self-esteem. A positive relationship was found between masculinity beliefs and hostile sexism. Also, a positive relationship was found between sexualization through self-compromise and self-esteem. These findings differ from relationships found in adolescence, which suggests a developmental change that affects these beliefs in young adults. Implications for understanding gender development in emerging adults are discussed.
ContributorsCobb, Macy Jean (Author) / Martin, Carol (Thesis director) / McKenney, Sarah (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2013-12
Description
The present study was designed to extend previous research on early adolescents' involvement in electronic aggression and victimization. A new measure for electronic victimization and aggression was created for this study in order to better assess this type of peer harassment in early adolescence. The first goal of the study was to describe young adolescents' involvement in electronic aggression and victimization by exploring the links between electronic victimization and aggression and (a) youth demographic characteristics (e.g., gender, ethnicity), (b) involvement in traditional forms of aggression and victimization, and (c) gender of the aggression/victimization context (i.e., same-sex aggressor -victim versus other-sex aggressor- victim dyad). The second goal was to examine how electronic victimization and aggression were associated with self-esteem and relationship efficacy. Participants were 826 (49.9% female) 7th and 8th grade students (M age = 12.5 years old; SD = .67). Students were administered surveys during school hours. Results indicated that girls were more likely to be involved in both electronic aggression and victimization than boys. Further, girls were more likely to be both electronic aggressors and victims simultaneously than boys. Finally, those involved with electronic aggression reported higher levels of relationship efficacy than their peers and involvement as an aggressor/victim was associated with lower self-esteem than any other involvement category.
ContributorsMartin, Melissa (Author) / Updegraff, Kimberly A (Thesis advisor) / Ladd, Becky (Committee member) / Martin, Carol (Committee member) / Arizona State University (Publisher)
Created2013
Risk and protective factors of peer victimization: the role of preschoolers' affiliations with peers
Description
Studies of peer victimization typically focus on behavioral characteristics of the victims, and frequently overlook the role that peers may play. The current study extended previous research by examining how time spent with two types of peers (externalizing and socially competent) can serve as a risk or protective factor for preschoolers' victimization, and how victimization may differ for boys and girls. In addition, the study explored how affiliating with same-sex and other-sex externalizing and socially competent peers may differentially relate to victimization. Results showed that girls who affiliated with externalizing female peers were significantly more at risk for victimization. In addition, boys and girls who spent time with socially competent male peers (but not female peers) negatively predicted victimization. The results indicate that children's peers, in certain circumstances, may play an important role in victimization. These findings also highlight the importance of considering children's and peers' gender when studying peer processes.
ContributorsClary, Laura (Author) / Hanish, Laura (Thesis advisor) / Martin, Carol (Committee member) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Cyberbullying has emerged as one of educators' and researchers' chief concerns as the use of computer mediated communication (CMC) has become ubiquitous among young people. Many undesirable outcomes have been identified as being linked to both traditional and cyberbullying, including depression,truancy, and suicide. America and Japan have both been identified as nations whose youth engage frequently in the use of CMC, and may be at a potentially higher risk to be involved in cyberbullying. Time spent using CMC has been linked to involvement in cyberbullying, and gender and age have, in turn, been linked to CMC use - these may play significant roles in determining who is at risk. In order to assess the effects of nationality, gender, and age on cyberbullying involvement among Japanese and American middle school students, a survey exploring these factors was developed and carried out with 590 American and Japanese middles school students (Japan: n = 433 and America: n = 157). MANOVA results indicated that that Americans tend to both use CMC more and be more involved in cyberbullying. In addition, Japanese involvement increased with age, while American involvement did not. There were minimal differences between Americans and Japanese with regards to traditional bullying.
ContributorsLerner, David (Author) / Nakagawa, Kathryn (Thesis advisor) / Caterino, Linda (Thesis advisor) / Ladd, Becky (Committee member) / Arizona State University (Publisher)
Created2011
Description
It has been 30 years since research has tried to determine how adults decide if an infant is male or female (Seavey et al., 1975; Sidorowicz & Lunney, 1980), with research at that time indicating that participants tended to label infants as male. The purpose of this study is to investigate whether adults today can identify infant gender above chance, and what tools adults use to assign gender labels to babies. I hypothesize that females, social science majors, students who frequently interact with children, and students who are very confident will all assign gender labels more accurately than their counterparts. I showed a video to University students featuring five sets of parents playing with their infants. The video featuring three male and two female babies was edited to remove any gender identifying information. Students were asked to guess whether each of the infants was male or female, and to explain how they came to that conclusion. One sample t-tests revealed that students overall were able to correctly identify infant gender significantly more than what would be expected due to chance for 4 out of 5 infants. The results did not support my hypothesis that social science majors or people who frequently interact with children are better at assigning gender labels. This study did find a significant correlation between confidence and accuracy. When asked to explain how participants assigned infant gender labels, I found a significant correlation between infant physical movement and correct students labeling the infant as male. There was also a significant relationship between parental voice being and participants labeling infants as female whether the infant was actually female or not. Unlike research from the late 1970's and early 1980's, college students today can accurately assign gender labels to infants. This suggests that either the conceptualization of gender in the U.S. culture has changed enough since previous research over 3 decades ago, that there is something about parent-baby play that helps people correctly identify infant gender, or both.
ContributorsLove, Echo (Author) / Shapiro, Alyson (Thesis director) / Mikulski, Ariana (Committee member) / Martin, Carol (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
Description
The main purpose of this thesis was to further explore factors that render particular children more susceptible to bullying and peer victimization. Race, age, and the activities that the children participated in were considered potential predictors of bullying and victimization. Self- and peer-reported data were gathered on 437 first and third grade children (234 boys and 203 girls, M age = 7 years, 6 months), including the frequency of peer victimization and the extent of their engagement in gender-typed activities. Activities were identified as either masculine (e.g., watching sports on television, playing with tools) or feminine (e.g., playing house, cheerleading) according to which sex was mostly likely to engage in them. Mixed support was obtained for the hypothesis that boys are at greater risk for being targets of peer aggression. Specifically, while peer-reports of victimization supported this hypothesis, self-reports revealed no sex differences. Support was obtained for the hypotheses that engaging in cross gender-typed activities would be a stronger risk factor for peer victimization for boys than for girls.
ContributorsAboud, Lauren Ashley (Author) / Ladd, Becky (Thesis director) / Eggum, Natalie (Committee member) / Ladd, Gary (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2013-05
Description
This thesis aimed to discover the risks of being a high achieving student, in secondary school contexts. With the growing concern for college admission, the high achieving student has become more prevalent within society. This paper sought to gain deeper understanding into the risks and implications of attempting to achieve excellence for high achievers. Interviews with three frontline personnel at two college preparatory schools and one International Baccalaureate degree program were conducted. It was found that in the studied geographic location, peer pressure and relations, parental pressure, perfectionism, extra-curricular activities, college admission, mental health implications, and coping mechanisms are themes that are highlighted through interviews with primary staff of high achieving students. Although personnel at each of these secondary schools were clearly aware of the stress experienced by their students, a disparity remained between how certain programs managed the stress and how it negatively impacted students. College preparatory faculties appear to be more involved and current on their students' stress. This study was limited and further research should be conducted in the future that expands on this concept in various sociogeographic locations.
ContributorsClaybaugh, Anna Katherine (Author) / Scheiner Gillis, Georganne (Thesis director) / Martin, Carol (Committee member) / Wells, Cornelia (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / W. P. Carey School of Business (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
Masculinity ideology has been found to negatively impact many educational,health, and psychological consequences for men and can be particularly consequential for their romantic relationships. Knowledge regarding how masculinity ideology impacts women’s relationship experiences is scant in the literature and there is limited research suggesting that partner’s masculinity ideology can impact women’s relationship experiences. Given the negative consequences of masculinity ideology on relationship experiences for men and women, I examined how masculinity impacts romantic relationship outcomes in two studies. Study 1 investigated the role of men’s and women’s masculinity ideology and men’s gender role conflict (GRC) on relationship self-efficacy. Hierarchical regression analyses revealed that masculinity ideology was not associated with relationship self-efficacy and further gender was not a significant moderator. Men’s gender role conflict was found to relate to relationship self-efficacy significantly and negatively. In a new sample of emerging adults, Study 2 investigated how masculinity ideology impacts three relationship outcomes: relationship self-efficacy, relationship satisfaction, and sexual satisfaction. I further explored the association between women’s masculinity ideology and their perceived partner’s gender role conflict on women’s relationship outcomes. Masculinity ideology was negatively related to all relationship outcomes, but this association was stronger for women for relationship satisfaction and relationship self-efficacy. Women’s perceptions of their partner’s GRC negatively predicted all relationship outcomes. Specifically, the interaction of partner’s GRC and women’s masculinity ideology was significant for relationship self-efficacy, such that the association between women’s masculinity ideology and relationship self-efficacy was more positively related when women’s partners had greater GRC. Findings from the current dissertation study provide intriguing first steps in identifying the negative consequences of masculinity ideology for men and women and provide novel steps toward understanding how partner’s masculinity may impact women’s relationship outcomes.
ContributorsJenkins, Diana Leigh (Author) / Martin, Carol (Thesis advisor) / Rogers, Adam (Committee member) / Jager, Justin (Committee member) / Updegraff, Kim (Committee member) / Arizona State University (Publisher)
Created2022