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- All Subjects: psychology
- Creators: Sanford School of Social and Family Dynamics
- Creators: Burleson, Mary
Description
Curiosity has been linked with many benefits, including increased overall well-being (Lydon-Staley et al., 2020) and greater academic achievement (Gottfried et al., 2016). The value that children place on learning new things and exploring novel ideas is unrivaled by older individuals. However, little research has been conducted to examine how parents may be able to help foster their children’s curiosity in a way that teaches them how to effectively search for and synthesize information. This paper aims to determine how parents’ language during a storybook task is related to their children’s strategy to collect rewards during a search game. Preliminary results suggest that parents may be able to encourage more effective search by asking more close-ended questions. These findings provide insight into how parents and guardians may be able to encourage their children to become better adept at searching for information by taking in clues about their environment and modifying their behavior to maximize their efforts.
ContributorsScirpo, Kalie Rose (Author) / Lucca, Kelsey (Thesis director) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Approximately one-third of Iraq and Afghanistan veterans develop mental health problems, yet only 35-40% of those with mental disorders are seeking mental healthcare (Hoge, et al., 2004; Vogt, 2011). Military spouses may be an important resource for facilitating treatment seeking (Warner, et al., 2008), especially if service member mental health issues are impacting the marriage. Military spouses might be hesitant to encourage service member help-seeking, however, due to perceived threat of adverse military career consequences. For this study, 62 military wives completed an online survey. As part of the survey, participants were randomly assigned to one of four vignettes containing a description of a hypothetical military husband with mental health symptoms. Each vignette presented different combinations of marital conflict (high versus low) and service member concerns about adverse career consequences (high versus low). Wives rated on a five-point scale how likely they were to encourage the hypothetical military husband to seek help. It was hypothesized that spouses would be more willing to encourage help-seeking when concerns about adverse military career consequences were low and marital distress was high. No main effects or interaction effect were found for marriage and career. Perceived stigma about seeking mental health treatment in the military, psychological identification as a military spouse, and experience and familiarity with military mental healthcare policies failed to moderate the relationship between marital conflict, career concerns, and encouragement of help-seeking. Correlational analyses revealed that (1) greater experience with military mental healthcare (first- or secondhand), and (2) greater perceptions of stigma regarding seeking mental healthcare in the military each were associated with decreased perceptions of military supportiveness of mental healthcare. Therefore, although the experimental manipulation in this study did not lead to differences in military spouses' encouragement of a hypothetical military service member to seek mental health services, other findings based on participants' actual experiences suggest that experiences with military mental healthcare may generate or reinforce negative perceptions of military mental healthcare. Altering actual experiences with military mental healthcare, in addition to perceptions of stigma, may be a useful area of intervention for military service members and spouses.
ContributorsHermosillo, Lori (Author) / Roberts, Nicole (Thesis advisor) / Burleson, Mary (Committee member) / Tinsley, Barbara (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have found inconsistent effects (negative or positive) of social relationships on self-control capacity. The variation of findings may depend on the aspects of social relationships. In this study, rather than examining overall social relationships and self-control, characteristics in social relationships were clearly defined, including social support, social connection and social conflict, to determine their specific effects on self-control. An online survey study was conducted, and 292 college students filled out the survey. For data analysis, path analysis was utilized to examined the direct effect and indirect effect from social relationships to self-control. Results showed social connection and social conflict may indirectly associate with self-control through stress, but social support does not. It may suggest, in traditional stress buffering model, it is the social connection in social support that really reduce the stress. Concerning the direct effects, social support and social connection were significantly associated with self-control directly, but social conflict does not. This result may support the Social Baseline Theory that positive social relationships have direct regulating effects. Results are good for guidance of experimental manipulation of social relationships in study of social influences of self-control.
ContributorsGuan, Xin (Author) / Burleson, Mary (Thesis advisor) / Roberts, Nicole (Committee member) / Schweitzer, Nicholas (Committee member) / Arizona State University (Publisher)
Created2012
Description
This research paper covers many topics related to autism, including causes, treatment, DSM changes, and more. It is a review of current literature and journals and aims to give the audience a better understanding of the disorders and to discuss the changes in diagnostic criteria and prevalence of ASD.
ContributorsPeters, Emily Morgan (Author) / Stenhoff, Donald (Thesis director) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
A review of current research on the relation between growth mindset and students with disabilities was completed. The goal for this project was to provide support for the idea that cultivating the growth mindset of students with disabilities could result in better academic outcomes and an overall improvement in the students’ lives including but not limited to self-efficacy skills, motivation, and dedication. Findings were used to design an evidence-based workbook for cultivating growth mindset in college students with disabilities.
ContributorsTrevino-Casias, Savannah (Author) / Bodman, Denise (Thesis director) / Van Vleet, Bethany (Committee member) / Corte, Corinne (Committee member) / College of Integrative Sciences and Arts (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Music and emotions have been studied frequently in the past as well as music and memory. However, these three items don’t have as much research grouped together. Further, this research does not also encompass culture. In my research, the aim was to examine the relationship between music, memory, emotion, and culture of gender. The hypothesis was that women had more emotions linked to music than men. We gave 416 students an animal fluency task, a letter fluency task, six cultural fluency tasks, and a cultural identity survey. We used a t-test and created a graph to analyze my data. After administering my tasks, we found that women had recalled more adjectives linked to music than men. However, there was not a statistically significant difference between the number of adjectives with emotional valence between men and women, indicating that there was no relationship between gender and emotion in regards to music. The limitations on this study included the descriptions on how to complete the task, the cultural norms of the participants, and the disparity between the number of female and male participants. In a future study, it is necessary to be more specific in what is desired from the participants and to pay close attention to shifting gender norms. Further, we would also like to see how the results from future research can impact music therapy for memory-related mood disorders.
ContributorsLevin, Allison (Author) / Brewer, Gene (Thesis director) / Cohen, Adam (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Pediatric chronic pain is surprisingly common and impactful, prospectively predicting poorer mental and physical health outcomes. Internalizing symptoms represents one such outcome. It is the most common cluster of symptoms in children, it is related to poorer child functioning, and it has been linked to future functioning/psychopathology. The psychosocial mechanisms through which child pain may impact internalizing have yet to be fully elaborated, but withdrawal from social engagement with peers has been proposed as one possible mechanism. Additionally, sibling relationships may play a role in enhancing or diminishing a child’s social engagement while they are in pain. The current study aimed to examine whether child social engagement at age 8 mediates the relation between child chronic pain at age 8 and internalizing symptoms at age 9. Further, the study tested whether sibling warmth and sibling conflict act as moderators between child chronic pain and child social engagement. The physical and emotional health, quality of sibling relations, and extracurricular social engagement of 491 twin children from 247 families were assessed at age 8 and age 9 via surveys completed by the children’s primary caregivers. Findings showed that child pain at age 8 did not predict lower levels of social engagement, and social engagement did not predict child internalizing at age 9. Sibling warmth, but not conflict, significantly moderated the pain—social engagement relation. Together, these findings indicate that the relation between chronic pain and internalizing functions differently in children than in adults through a variety of cognitive, environmental, and social factors. More longitudinal research in this area will help establish changes in the relation between pain and internalizing from childhood into adulthood.
ContributorsRichards, Nicole Eve (Co-author) / Richards, Nicole (Co-author) / Davis, Mary (Thesis director) / Presson, Clark (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / School of Art (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Token economies are a type of behavioral reinforcement that are particularly useful in classroom settings for increasing student compliance, for both typically developing children and children with autism spectrum disorder. During this study, we implemented a token economy in an inclusive preschool classroom with tokens contingent on compliance to classroom rules. Three participants, two with a diagnosis of autism spectrum disorder and one considered typically developing, were included in the study. Results indicated that levels of compliance increased for both the typically developing participant and participants with autism, and did not drop below baseline levels during the withdrawal phase, suggesting there was no lack of intrinsic motivation. Further, the typically developing participant and one of the participants with autism spectrum disorder had very similar levels of compliance, while the other participant had much higher levels of compliance throughout every phase, suggesting that the compliance levels for peers with more advanced repertoires with autism may differ from both typically developing peers and peers who have less developed repertoires. The implications of these results are discussed as they relate to compliance from an ABA perspective.
ContributorsEggen, Kelly (Author) / Hahs, Adam (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Higher education institutions have increasingly sought to diversify the ethnic makeup of freshmen classes (Covarrubias, Herrmann, & Fryberg, 2016) and rates of Latinx college attendance have been rising (Hall, Nishina, & Lewis, 2017). However, despite comparable levels of earned-credits, Latinx students have lower rates of college completion (Contreras & Contreras, 2015). One potential explanation may be disproportionate increases in stress, and in particular, discrimination experiences reported by Latinx students during the transition from high school to college (Hunyh & Fuligni, 2012). As such, the aim of the current study was to examine whether everyday discrimination in high school and college were associated with changes in adolescent well-being and academic adjustment over the college transition in a sample of Latinx adolescents. Study participants were 209 Latinx adolescents (85.1% Mexican descent, 62.1% 2nd generation; 35.6% male; Mage= 17.59) who completed questionnaire assessments during the spring or summer before entering college (T1) and again during the first semester of college (T2; 88.5% retention). In both high school and college, participants completed a modified version of the Everyday Discrimination Scale (T1 α=.88, T2 α=.89; Williams et al., 1997). Dependent variables included internalizing symptoms in college (depressive symptoms {α = .95}, anxiety symptoms {α = .88}, stress symptoms {α = .94}; DASS; Lovibond & Lovibond, 1995), and institutional records of college GPA. Correlation and regression analyses were conducted in SPSS 23 to examine associations between discrimination experiences (high school and college) and college internalizing symptoms and GPA, controlling for high school levels. Other covariates included immigrant generation status, sex, parent education (as a proxy for socioeconomic status), and whether the participant attended the focal higher education institution. Zero order correlations (Table 1) revealed that greater reports of discrimination in high school and college were associated with higher depressive symptoms, higher anxiety symptoms, higher stress, but not GPA in college (Table 1; all ps <.05). In multivariate analyses and after adjusting for covariates similar patterns emerged (Table 2). Greater reports of discrimination in college were associated with higher depressive symptoms (β = .18, p < .05), anxiety symptoms (β = .19, p <.05) and stress (β = .18, p <.05), but not GPA (β = -.04, ns). Everyday experiences of discrimination in high school were not significantly associated with college outcomes. In summary, our findings suggest that discrimination experiences among Latinx students in college, but not high school, are associated with increases in internalizing symptoms, including depression, anxiety and stress. Interestingly, discrimination experiences in high school and college were not associated with academic achievement in the first semester of college. Such findings suggest that higher education institutions should focus on global indicators of well-being during the Latinx college transition and seek to implement programs to: a) reduce stress associated with engaging in diverse college environments and b) reduce discrimination experiences on college campuses. Future research is needed for replication of these results and should also seek to further explore the trajectories of internalizing symptoms beyond the first semester of college.
ContributorsSills, Jessica (Author) / Doane, Leah (Thesis director) / Perez, Marisol (Committee member) / Castro, Saul (Committee member) / Department of English (Contributor, Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The current study investigated whether intermittent restraint stress (IRS) would impair fear extinction learning and lead to increased anxiety and depressive- like behaviors and then be attenuated when IRS ends and a post- stress rest period ensues for 6 weeks. Young adult, male Sprague Dawley rats underwent restraint stress using wire mesh (6hr/daily) for five days with two days off before restraint resumed for three weeks for a total of 23 restraint days. The groups consisted of control (CON) with no restraint other than food and water restriction yoked to the restrained groups, stress immediate (STR-IMM), which were restrained then fear conditioned soon after the end of the IRS paradigm, and stress given a rest for 6 weeks before fear conditioning commenced (STR-R6). Rats were fear conditioned by pairing a 20 second tone with a footshock, then given extinction training for two days (15 tone only on each day). On the first day of extinction, all groups discriminated well on the first trial, but then as trials progressed, STR-R6 discriminated between tone and context less than did CON. On the second day of extinction, STR- IMM froze more to context in the earlier trials than compared to STR-R6 and CON. As trials progressed STR-IMM and STR-R6 froze more to context than compared to CON. Together, CON discriminated between tone and context better than did STR-IMM and STR-R6. Sucrose preference, novelty suppressed feeding, and elevated plus maze was performed after fear extinction was completed. No statistical differences were observed among groups for sucrose preference or novelty suppressed feeding. For the elevated plus maze, STR-IMM entered the open arms and the sum of both open and closed arms fewer than did STR- R6 and CON. We interpret the findings to suggest that the stress groups displayed increased hypervigilance and anxiety with STR-R6 exhibiting a unique phenotype than that of STR-IMM and CON.
ContributorsShah, Vrishti Bimal (Author) / Conrad, Cheryl (Thesis director) / Newbern, Jason (Committee member) / Judd, Jessica (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05