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ContributorsMarr, Mackenzie (Performer) / Hannon, Mikaela (Performer) / Braase, Riley (Performer) / ASU Library. Music Library (Publisher)
Created2022-04-12
ContributorsCoffey, Brennan (Performer) / Liu, Miao (Performer) / Sellers, Curtis (Performer) / Ulm, Jeremy (Performer) / Jin, Leon (Performer) / Solari, John (Performer) / ASU Library. Music Library (Publisher)
Created2022-04-24
ContributorsBundinger, Amber (Performer) / Ho, Ka I (Performer) / Novak, Gail (Pianist) (Performer) / ASU Library. Music Library (Publisher)
Created2022-04-12
ContributorsSanders, Thomas (Performer) / Harden, John (Performer) / Novak, Gail (Pianist) (Performer) / Fox, Ethan (Performer) / Miller, Dahre (Performer) / Robinson, Michael (Performer) / *AudibleNoise* quartet (Performer)
Created2022-04-16
ContributorsChea, Alexandra (Performer) / Novak, Gail (Pianist) (Performer) / Robinson, Michael (Performer) / Payne, Kayla (Performer) / Payne, Jared (Performer) / ASU Library. Music Library (Publisher)
Created2022-04-16
ContributorsWhite, LeTriel (Performer) / Novak, Gail (Pianist) (Performer) / Bost, Yophi (Performer) / Miller, Dahre (Performer) / Coffey, Brennan (Performer) / Robinson, Michael (Performer) / McNamara, Henry (Performer) / Holley, Dominique (Performer) / ASU Library. Music Library (Publisher)
Created2022-04-15
ContributorsBiswas, Debashis (Composer) / Novak, Gail (Pianist) (Composer) / Katje, Abby (Composer) / Chang, Hoon (Performer) / Monroe, Zach (Composer) / Cox, Mason (Performer) / Aurum Quintet (Performer) / ASU Library. Music Library (Publisher)
Created2022-04-16
Description
The transition to college is a time of increased opportunity and stress that spans across multiple domains (e.g., social life, academic workload, finances). Adolescents who encounter significant stress during the transition to college may be vulnerable to adverse outcomes, due to a “wear and tear” of physiological systems, including the hypothalamic-pituitary-adrenal (HPA) axis. Latino students may be particularly at-risk for heightened stress exposure, as minority youth often experience both minority-specific stressors and general life stress. Despite this, the majority of research on Latino students is limited to the examination of singular forms of stress, and little is known regarding the cumulative impact of multiple forms of stress on Latino students’ HPA axis functioning. The present study employed a “multi-risk model approach” to examine the additive, common, and cumulative effects of multiple types of stress (general, academic, social, financial, bicultural, discrimination) on HPA axis functioning in Latino college students (N = 209; 64.4% female; Mage = 18.95). Results from three-level growth curve models indicated that, in the additive model, no stressors were associated with the CAR, but general stress was associated with a flatter diurnal cortisol slope (DCS) and bicultural stress was linked with a steeper DCS. In the common model, the college stress latent factor was related to a reduced cortisol awakening response (CAR), but not the DCS. In the cumulative model, cumulative risk was linked with a lower CAR, but not the DCS. These findings highlight the physiological correlates of various stressors experienced by Latino college students.
ContributorsSasser, Jeri (Author) / Doane, Leah D (Thesis advisor) / Su, Jinni (Committee member) / Grimm, Kevin J (Committee member) / Arizona State University (Publisher)
Created2022
ContributorsPark, Julie (Performer) / ASU Library. Music Library (Publisher)
Created2017-11-22
Description
This quasi-experimental, mixed-methods action research study explored perceived levels of resilience for academic and peer-related settings among sixth-grade females in an independent middle school. A 5-week after-school intervention aimed to provide treatment participants with the opportunity to foster resilience by utilizing grit, growth mindset, and mindfulness practices. Pre and postsurveys (n = 26) completed by treatment and control groups showed that sixth-grade females experience a number of different academic and peer-related stressors with some of the most common stressors including bad grades in a class and feeling left out by peers. Survey findings also showed that treatment and control participants rated themselves highest in areas of flexibility for both peer and academic settings. Treatment and control participants rated themselves lowest on questions related to self-efficacy and emotional regulation in both peer and academic settings. While there were not statistically significant increases in perceived levels of resilience found for the treatment group pre- and post-intervention, interviews with treatment participants (n = 16) and workshop artifacts indicated that students found the exercises taught in the intervention helpful to navigate academic and peer related stressors they encounter. Implications for practice and research are discussed.
ContributorsDudley, Katherine Signaigo (Author) / Harris, Lauren M (Thesis advisor) / Borman, Geoffrey (Committee member) / Anaya, Sasha (Committee member) / Arizona State University (Publisher)
Created2022