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Description
Time adolescents spend in organized or informal skill based activities after school is associated with a variety of positive developmental outcomes. Little is known about how siblings might shape adolescents' motivation to participate in after-school activities. The current study applied the expectancy value model and ecological theory to understand if sibling behaviors were related to adolescents' after-school activities for 34 Mexican origin families. Qualitative and quantitative results suggested siblings engaged in five promoting behaviors (i.e., support, provider of information, role modeling, comparison, co-participation) and three inhibiting behaviors (i.e., babysitting, transportation, and negativity) towards adolescent activity participation. Furthermore, sibling behaviors differed by adolescent characteristics (i.e., cultural orientation, familism, and neighborhood) and sibling characteristics (i.e., gender, age). The results provide evidence of the various promoting and inhibiting socialization behaviors sibling might use to influence adolescents' activity motivation.
ContributorsPrice, Chara Dale (Author) / Simpkins, Sandra (Thesis advisor) / Updegraff, Kimberly (Committee member) / Menjivar, Cecilia (Committee member) / Arizona State University (Publisher)
Created2012
Description
The study of tomboys offers useful insights for the field of gender development. Tomboys have been the focus of several studies aimed at defining what a tomboy is (Bailey, Bechtold, & Berenbaum, 2002; Plumb & Cowan, 1984; Williams, Goodman, & Green, 1985) and what it means for children and adults who are tomboys (Morgan, 1998; Williams et al., 1985). These and further questions necessitate understanding the correlates and consequences for children exhibiting tomboy behaviors. This study aims to address these gaps in the literature as part of a longitudinal study assessing children's gendered attitudes, relationships, and beliefs. A group of 4th grade girls (N=98), were administered questionnaires asking them about their tomboy gender identity and related behaviors and beliefs. The first research question concerns how we identify tomboys through parent, teacher, and child self-report, and the application of groupings of tomboys as never, sometimes, and always tomboys. It was found that children who fall into different classifications of tomboyism differ on their similarity to own- and other-sex peers on a number of dimensions (e.g. similarity, peer preference, activity preference). Never tomboys had the most similarity and interest to own-sex peers, always tomboys, to other-sex peers, and sometimes tomboys exhibited the most flexibility with interest similar to both own- and other-sex peers. Peer-related adjustment consequences and experiences were considered for the different groups of tomboys, with always tomboys being the most efficacious with other-sex peers, never tomboys being the most efficacious with own-sex peers, and sometimes tomboys showing both own- and other-sex peer interactions and the least exclusion of any group.
ContributorsEngland, Dawn (Author) / Martin, Carol L (Thesis advisor) / Zosuls, Kristina (Committee member) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2012
Description
Family caregivers are a quickly growing population in American society and are potentially vulnerable to a number of risks to well-being. High stress and little support can combine to cause difficulties in personal and professional relationships, physical health, and emotional health. Siblings are, however, a possible source of protection for the at-risk caregiver. This study examines the relational and health outcomes of gratitude exchange between caregivers and their siblings as they attend to the issue of caring for aging parents. Dyadic data was collected through an online survey and was analyzed using a series of Actor-Partner Interdependence Models. Intimacy and care conflict both closely relate to gratitude exchange, but the most significant variable influencing gratitude was role. Specifically, caregivers are neither experiencing nor expressing gratitude on the same level as their siblings. Expressed gratitude did not relate strongly or consistently to well-being variables, though it did relate to diminished negative affect. Implications for theory, the caregiver, the sibling, the elder, the practitioner, and the researcher are addressed in the discussion.
ContributorsAmaro, Lauren M (Author) / Miller, Katherine I. (Thesis advisor) / Alberts, Janet K. (Thesis advisor) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2014
Description
During adolescence, friends are a central part of adolescents' daily lives, they serve as significant sources of emotional support and companionship (Keefe & Berndt, 1996; Way & Robinson, 2003) as well as provide opportunities to negotiate interpersonal conflicts and disagreements (Laursen & Pursell, 2009). This study was designed to examine the nature and correlates of friendships, capturing the multidimensional nature of these relationships. Specifically, three goals were proposed: (a) to use a pattern-analytic approach to identify different profiles of adolescents' friendships along three dimensions: intimacy, negativity, and involvement; (b) to examine linkages between profile membership and adolescents' cultural orientations and values; and (c) to explore the relation between profile membership and adolescent well-being. Participants were 246 Mexican-origin adolescents (M = 12.50 years; SD = 0.58) who participated in home interviews and a series of nightly phone calls. Adolescents reported on their friendship qualities, their cultural orientations and values, as well as their depressive symptoms, risky behaviors, and on their current grades (GPA). Adolescents' time spent with best friends was calculated from the seven nightly phone calls. Results revealed three distinct latent profiles: Positive Engagement, Moderate Engagement, and Low Involvement. Profile membership was not linked to adolescents' cultural orientations and values. Further, associations emerged between profile membership and adolescents' GPA, but not their risky behaviors and depressive symptoms.
ContributorsRodriguez, Sue Annie (Author) / Updegraff, Kimberly (Thesis advisor) / Umana-Taylor, Adriana (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation used the risk and resilience framework to examine the associations between perceived racial discrimination, family racial socialization, nativity status, and psychological distress. Regression analyses were conducted to test the links between perceived racial discrimination and psychological distress and the moderation on these associations by family racial socialization and nativity status. Results suggest, for U.S.-born adolescents, cultural socialization strengthened the relation between subtle racial discrimination and anxiety symptoms. In addition, promotion of mistrust buffered the relations of both subtle and blatant racial discrimination on depressive symptoms. For foreign-born adolescents, promotion of mistrust exacerbated the association between blatant racial discrimination and depressive symptoms. Overall, the findings revealed the detrimental effects of perceived racial discrimination on the mental health of Asian American adolescents, how some family racial socialization strategies strengthen or weaken the relation between perceived racial discrimination and psychological distress, and the different ways foreign-born and U.S-born adolescents may interpret racial discrimination and experience family racial socialization.
ContributorsBurrola, Kimberly S (Author) / Yoo, Hyung Chol (Thesis advisor) / Umaña-Taylor, Adriana J. (Thesis advisor) / Eggum, Natalie (Committee member) / Kulis, Stephen (Committee member) / Updegraff, Kimberly (Committee member) / Arizona State University (Publisher)
Created2012
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
The goal of this study is to contribute to the understanding of Mexican-American three- to five-year-old children’s effortful control (EC) and negative emotionality (NE) development by examining whether Mexican-American adolescent mothers’ parenting transacts with their three- to five-year-old children’s EC and NE and by exploring whether mothers’ familism acts as a protective factor. I hypothesized that mothers’ harshness and warmth would transact with EC and NE over time. I further hypothesized that mothers’ familism values would (a) positively predict mothers’ warmth and negatively predict mothers’ harshness, and (b) act as a buffer between low EC and high NE, and high harshness and low warmth. These hypotheses were tested within a sample of Mexican-American adolescent mother-child dyads (N = 204) and assessed longitudinally when children were 36, 48, and 60 months. Mothers were predominantly first generation (i.e., mothers’ parents were born in Mexico; 67%) and spoke English (65%). When children were 36 months, average family income (i.e., wages, public assistance, food stamps) was $24,715 (SD = $19,545) and mothers had started community college (13%) or completed high school/GED (30%), 11th grade (19%), 10th grade (8%), or less than 9th grade (14%). In this sample, transactions between harshness or warmth and EC or NE were not found, but a bidirectional association between NE and harshness was found. Familism marginally negatively predicted harshness, but not warmth. Familism moderated the relation between NE and harshness such that there was only a negative relation between NE and harshness when familism was high. However, familism did not moderate the relations between NE and warmth, or EC and harshness or warmth. The results of this study are discussed with respect to (a) current methodological limitations in the field, such as the need to test or develop parent-report measures of Mexican-American children’s temperament and value-driven socialization goals, (b) future avenues for research, such as person-centered studies of clusters of mothers’ values and how those relate to clusters of parenting behaviors, and (c) implications for interventions addressing parenting behavior of adolescent mothers.
ContributorsBerger, Rebecca H (Author) / Wilkens, Natalie (Thesis advisor) / Spinrad, Tracy (Committee member) / Updegraff, Kimberly (Committee member) / Crnic, Keith (Committee member) / Arizona State University (Publisher)
Created2018
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
The Community Action Research Experiences (CARE) Program collaborated with a local non-profit organization called Arizona Facts of Life to design a program evaluation for their Youth Leadership Development Training Program, FACTS Curriculum. The purpose of this study was to identify targeted program outcomes, design an assessment to address these outcomes, and recommend possible evaluation designs. Arizona Facts of Life will implement the assessment using one of the recommended evaluation designs, and use the results to measure their Youth Leadership Development Training Program's outcomes and demonstrate efficacy.
ContributorsVan Vianen, Olivia Leigh (Author) / Updegraff, Kimberly (Thesis director) / Dumka, Larry (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2016-05
Description
The issue of adolescent dating violence is a relatively new field of research, but several studies have shown that adolescent dating violence is distinct from adult domestic violence and has its own implications and patterns. Many studies have shown that both males and females appear to be the victims and perpetrators of dating violence, and often times in abusive dating relationships, the perpetration is mutual. Involvement with adolescent dating violence has serious physical and psychological health consequences, and in order to combat this social phenomenon, effective prevention programs are needed. The present study discusses key characteristics of school-based prevention programs that have been shown to be effective, as well as looks specifically at one such prevention program called BLOOM for Healthy Relationships™. The researcher in this study originally set out to conduct a program evaluation of BLOOM, but encountered several obstacles with the approval process that prevented the evaluation from being completed in the available time frame. This report is now framed as a case study that will discuss the necessary resources for preparing to conduct a program evaluation, describe the obstacles encountered in the approval process and make suggestions for future strategies to complete program evaluations of BLOOM.
ContributorsKellums, Megan Marie (Author) / Updegraff, Kimberly (Thesis director) / Dumka, Larry (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Psychology (Contributor)
Created2014-05