Matching Items (54)
Description
Although conflict is a normative part of parent–adolescent relationships, conflicts that are long or highly negative are likely to be detrimental to these relationships and to youths’ development. In the present article, sequential analyses of data from 138 parent–adolescent dyads (adolescents’ mean age was 13.44, SD = 1.16; 52 % girls, 79 % non-Hispanic White) were used to define conflicts as reciprocal exchanges of negative emotion observed while parents and adolescents were discussing “hot,” conflictual issues. Dynamic components of these exchanges, including who started the conflicts, who ended them, and how long they lasted, were identified. Mediation analyses revealed that a high proportion of conflicts ended by adolescents was associated with longer conflicts, which in turn predicted perceptions of the “hot” issue as unresolved and adolescent behavior problems. The findings illustrate advantages of using sequential analysis to identify patterns of interactions and, with some certainty, obtain an estimate of the contingent relationship between a pattern of behavior and child and parental outcomes. These interaction patterns are discussed in terms of the roles that parents and children play when in conflict with each other, and the processes through which these roles affect conflict resolution and adolescents’ behavior problems.
ContributorsMoed, Anat (Author) / Gershoff, Elizabeth T. (Author) / Eisenberg, Nancy (Author) / Hofer, Claire (Author) / Losoya, Sandra (Author) / Spinrad, Tracy (Author) / Liew, Jeffrey (Author) / College of Liberal Arts and Sciences (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2015-08-01
Description
We used sex, observed parenting quality at 18 months, and three variants of the catechol-O-methyltransferase gene (Val[superscript 158]Met [rs4680], intron1 [rs737865], and 3′-untranslated region [rs165599]) to predict mothers' reports of inhibitory and attentional control (assessed at 42, 54, 72, and 84 months) and internalizing symptoms (assessed at 24, 30, 42, 48, and 54 months) in a sample of 146 children (79 male). Although the pattern for all three variants was very similar, Val[superscript 158]Met explained more variance in both outcomes than did intron1, the 3′-untranslated region, or a haplotype that combined all three catechol-O-methyltransferase variants. In separate models, there were significant three-way interactions among each of the variants, parenting, and sex, predicting the intercepts of inhibitory control and internalizing symptoms. Results suggested that Val[superscript 158]Met indexes plasticity, although this effect was moderated by sex. Parenting was positively associated with inhibitory control for methionine–methionine boys and for valine–valine/valine–methionine girls, and was negatively associated with internalizing symptoms for methionine–methionine boys. Using the “regions of significance” technique, genetic differences in inhibitory control were found for children exposed to high-quality parenting, whereas genetic differences in internalizing were found for children exposed to low-quality parenting. These findings provide evidence in support of testing for differential susceptibility across multiple outcomes.
ContributorsSulik, Michael (Author) / Eisenberg, Nancy (Author) / Spinrad, Tracy (Author) / Lemery, Kathryn (Author) / Swann, Gregory (Author) / Silva, Kassondra (Author) / Reiser, Mark (Author) / Stover, Daryn (Author) / Verrelli, Brian (Author) / College of Liberal Arts and Sciences (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2015-08-01
Description
Since its introduction, the Rosenberg General Self-Esteem Scale (RGSE, Rosenberg, 1965) has been 1 of the most widely used measures of global self-esteem. We conducted 4 studies to investigate (a) the goodness-of-fit of a bifactor model positing a general self-esteem (GSE) factor and 2 specific factors grouping positive (MFP) and negative items (MFN) and (b) different kinds of validity of the GSE, MFN, and MFP factors of the RSGE. In the first study (n = 11,028), the fit of the bifactor model was compared with those of 9 alternative models proposed in literature for the RGSE. In Study 2 (n = 357), the external validities of GSE, MFP, and MFN were evaluated using objective grade point average data and multimethod measures of prosociality, aggression, and depression. In Study 3 (n = 565), the across-rater robustness of the bifactor model was evaluated. In Study 4, measurement invariance of the RGSE was further supported across samples in 3 European countries, Serbia (n = 1,010), Poland (n = 699), and Italy (n = 707), and in the United States (n = 1,192). All in all, psychometric findings corroborate the value and the robustness of the bifactor structure and its substantive interpretation.
ContributorsAlessandri, Guido (Author) / Vecchione, Michele (Author) / Eisenberg, Nancy (Author) / Laguna, Mariola (Author) / College of Liberal Arts and Sciences (Contributor) / Department of Psychology (Contributor)
Created2015-06-01
Description
The purpose of this study was to examine whether dispositional sadness predicted children's prosocial behavior and if sympathy mediated this relation. Constructs were measured when children (n = 256 at time 1) were 18, 30, and 42 months old. Mothers and non-parental caregivers rated children's sadness; mothers, caregivers, and fathers rated children's prosocial behavior; sympathy (concern and hypothesis testing) and prosocial behavior (indirect and direct, as well as verbal at older ages) were assessed with a task in which the experimenter feigned injury. In a panel path analysis, 30-month dispositional sadness predicted marginally higher 42-month sympathy; in addition, 30-month sympathy predicted 42-month sadness. Moreover, when controlling for prior levels of prosocial behavior, 30-month sympathy significantly predicted reported and observed prosocial behavior at 42 months. Sympathy did not mediate the relation between sadness and prosocial behavior (either reported or observed).
ContributorsEdwards, Alison (Author) / Eisenberg, Nancy (Author) / Spinrad, Tracy (Author) / Reiser, Mark (Author) / Wilkens, Natalie (Author) / Liew, Jeffrey (Author) / College of Liberal Arts and Sciences (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2015-01-01
Description
It is possible that voluntary studies on the effects of divorce fail to capture the perspectives of offspring who may be deterred from volunteering by their negative experiences of the divorce of their parents. This issue of non-response bias would cause researchers to gather unrepresentative samples that ultimately create an unrepresentative picture on the effects of divorce. The problem of non-response bias may also be a possible explanation for why research shows that small differences in psychological problems exist between children of divorce and children from intact families. This study sought to identify if non-response bias compromises the external validity of a sample of college students of divorce. To answer this question we conducted this study through the use of the introductory psychology pre screening study that is administered every semester to introductory psychology students at Arizona State University. We surveyed undergraduate introductory psychology students, all of whom completed a required prescreen survey for research credit. The students who indicated they were from divorced families, or whose parents were “never married and not still together”, were invited to participate in a follow up study to “to understand young adults’ perspectives on their parents’ divorce”. The students who responded to our invitation were compared to the students who did not volunteer in terms of their prescreen data. Volunteers did not differ from non-volunteers on seven out of the ten dependent measures. Volunteers differed from non-volunteers in terms of their closeness to their fathers, in terms of the parents conflict they experienced during the two years before and the two years after their parents permanently separated. Volunteers were more likely to be closer to their fathers and more likely to have experienced more parent conflict than non-volunteers. We are unaware of any studies on the subject of divorce that have had a similar opportunity to address the issue of non-response bias and its effects on the external validity of a college sample of divorce. This study should be replicated to determine the reliability of the results.
ContributorsRussell, Megan Magdalena (Author) / Fabricius, William (Thesis director) / Doane, Leah (Committee member) / Pina, Armando (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Frequent flyers are students who make repeated, unplanned visits to the school nurse, mostly presenting with somatic symptoms like headaches, stomachaches, and musculoskeletal pain. Somatic symptoms are characteristic of pediatric anxiety symptoms and disorders, but the relation between anxiety symptoms and frequent flyer status never has been systematically examined. This study employs data corresponding to 209 students in the 4th and 5th grade (Mage = 9.51, 43.5% girls, 50.9% 51.2% Caucasian, 23.9% Hispanic/Latino) to examine the relation between students' visits to the school nurse (frequent flyer status) and anxiety, including possible variations by children's socio-demographic characteristics, including sex and race/ethnicity. Findings showed statistically significant relations between anxiety and an increased number of nurse visits. A relation between anxiety and sex leading to increased nurse visits was not statistically significant. The statistical model testing race/ethnicity and anxiety in relation to increased nurse visits was found to be significant but driven solely by anxiety. Implications for this study include reframing how frequent flyers are viewed by teachers and addressing possible anxiety in these students.
ContributorsCarnesi, Elizabeth Dora (Author) / Pina, Armando (Thesis director) / Glenberg, Arthur (Committee member) / Stoll, Ryan (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Early academic adjustment has been found to be predictive of later academic success. This study sought to determine how child emotionality at school, specifically positive and negative emotions, as well as the quality of the school, might affect child's academic achievement. Further, the possibility that emotionality and school quality interact was tested. Two hundred and twenty eight second grade children's expressions of positive and negative emotions were observed in the school setting. Teachers also submitted questionnaires on the children's positive emotionality. Academic adjustment was measured by standardized tests and teacher reports. School quality scores were based on multiple indicators obtained from online public information data. Regression analyses and multi-level modeling (when necessary) were used to predict academic performance from children's emotions, school quality, and their interaction. Results demonstrated that school quality was at least marginally positively related to all aspects of children's academic competence. Further, teacher-reported positive emotion positively predicted all scores of academic competence, and teacher-reported dispositional positive emotion positively predicted Woodcock Johnson III applied problems subtest scores. Further, interaction effects showed that teacher-reported positive emotion and school quality significantly predicted teacher-reported academic competence and Woodcock Johnson III applied problems subtest scores. Using both statistical strategies (MLM & regressions), observer-reported positive emotion and school quality marginally significantly predicted Woodcock Jonson III applied problems subtest scores. The results indicate that children's emotional behaviors at school, as well as school quality, play a role in the development of children's academic achievement.
ContributorsNieto, Cecilia Nicole (Author) / Spinrad, Tracy (Thesis director) / Eisenberg, Nancy (Committee member) / Glenberg, Arthur (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Although researchers often conceptualize shyness as stable across different situations (e.g., Rubin, Coplan, & Bowker, 2009), evidence has suggested that shyness may consist of situation-specific components (e.g., Asendorpf, 1990a; 1990b; Gazelle & Faldowski, 2014; Xu & Farver, 2009). This study was aimed at developing a systematic measurement tool for situational shyness in adolescence, as well as examining the relations between situational shyness and other popular measures of shyness and between situational shyness and adjustment. A sample of Chinese adolescents (N = 492) from an urban school participated in the study during 7th (T1) and 8th (T2) grades. Adolescents self-reported their situational shyness using a new measure of hypothetical scenarios, as well as their general shyness, anxious shyness, regulated shyness, depressive symptoms, and loneliness. Peers reported adolescents’ general and conflicted shyness, and popularity and peer rejection. The school provided records of their academic achievement (exam scores).
Exploratory and confirmatory factor analyses of the situational shyness measure consistently supported that shyness in the hypothetical scenarios can be separated into three components: shyness with familiar peers, shyness with unfamiliar peers, and shyness in formal situations. These components had differential associations with other measures of shyness. Self-reported general and anxious shyness were related consistently to shyness with unfamiliar peers and in formal situations, and occasionally to shyness with familiar peers. Self-reported regulated shyness was not related to self-reported shyness in any situation. Peer-reported conflicted shyness was associated with shyness with familiar and unfamiliar peers, whereas peer-reported general shyness was associated with shyness with unfamiliar peers and in formal situations. Moreover, situational shyness showed differential relations to maladjustment. Shyness with familiar peers was associated positively with maladjustment in multiple domains, especially academic and peer difficulties. Shyness with unfamiliar peers and shyness in formal situations, in contrast, were associated primarily with internalizing problems. In addition, shyness with unfamiliar peers and in formal situations occasionally related to positive adjustment, suggesting shyness in specific situations may still be protective in contemporary urban China. The findings provided new evidence that the correlates of shyness depend on the situation in which shyness occurs, and may inform future intervention programs.
Exploratory and confirmatory factor analyses of the situational shyness measure consistently supported that shyness in the hypothetical scenarios can be separated into three components: shyness with familiar peers, shyness with unfamiliar peers, and shyness in formal situations. These components had differential associations with other measures of shyness. Self-reported general and anxious shyness were related consistently to shyness with unfamiliar peers and in formal situations, and occasionally to shyness with familiar peers. Self-reported regulated shyness was not related to self-reported shyness in any situation. Peer-reported conflicted shyness was associated with shyness with familiar and unfamiliar peers, whereas peer-reported general shyness was associated with shyness with unfamiliar peers and in formal situations. Moreover, situational shyness showed differential relations to maladjustment. Shyness with familiar peers was associated positively with maladjustment in multiple domains, especially academic and peer difficulties. Shyness with unfamiliar peers and shyness in formal situations, in contrast, were associated primarily with internalizing problems. In addition, shyness with unfamiliar peers and in formal situations occasionally related to positive adjustment, suggesting shyness in specific situations may still be protective in contemporary urban China. The findings provided new evidence that the correlates of shyness depend on the situation in which shyness occurs, and may inform future intervention programs.
ContributorsAn, Danming (Author) / Eggum-Wilkens, Natalie D (Thesis advisor) / Spinrad, Tracy L (Committee member) / Eisenberg, Nancy (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Arizona State University (Publisher)
Created2019
Description
Mobile health (mHealth) applications (apps) hold tremendous potential for addressing chronic health conditions. Smartphones are now the most popular form of computing, and the ubiquitous “always with us, always on” nature of mobile technology makes them amenable to interventions aimed and managing chronic disease. Several challenges exist, however, such as the difficulty in determining mHealth effects due to the rapidly changing nature of the technology and the challenges presented to existing methods of evaluation, and the ability to ensure end users consistently use the technology in order to achieve the desired effects. The latter challenge is in adherence, defined as the extent to which a patient conducts the activities defined in a clinical protocol (i.e. an intervention plan). Further, higher levels of adherence should lead to greater effects of the intervention (the greater fidelity to the protocol, the more benefit one should receive from the protocol). mHealth has limitations in these areas; the ability to have patients sustainably adhere to a protocol, and the ability to drive intervention effect sizes. My research considers personalized interventions, a new approach of study in the mHealth community, as a potential remedy to these limitations. Specifically, in the context of a pediatric preventative anxiety protocol, I introduce algorithms to drive greater levels of adherence and greater effect sizes by incorporating per-patient (personalized) information. These algorithms have been implemented within an existing mHealth app for middle school that has been successfully deployed in a school in the Phoenix Arizona metropolitan area. The number of users is small (n=3) so a case-by-case analysis of app usage is presented. In addition simulated user behaviors based on models of adherence and effects sizes over time are presented as a means to demonstrate the potential impact of personalized deployments on a larger scale.
ContributorsSingal, Vishakha (Author) / Gary, Kevin (Thesis advisor) / Pina, Armando (Committee member) / Lindquist, Timothy (Committee member) / Arizona State University (Publisher)
Created2019
Description
In the last decade, the number of people who own a mobile phone or portable electronic communication device has grown exponentially. Recent advances in smartphone technology have enabled mobile devices to provide applications (“mHealth apps”) to support delivering interventions, tracking health treatments, or involving a healthcare team into the treatment process and symptom monitoring. Although the popularity of mHealth apps is increasing, few lessons have been shared regarding user experience design and evaluation for such innovations as they relate to clinical outcomes. Studies assessing usability for mobile apps primarily rely on survey instruments. Though surveys are effective in determining user perception of usability and positive attitudes towards an app, they do not directly assess app feature usage, and whether feature usage and related aspects of app design are indicative of whether intended tasks are completed by users. This is significant in the area of mHealth apps, as proper utilization of the app determines compliance to a clinical study protocol. Therefore it is important to understand how design directly impacts compliance, specifically what design factors are prevalent in non-compliant users. This research studies the impact of usability features on clinical protocol compliance by applying a mixed methods approach to usability assessment, combining traditional surveys, log analysis, and clickstream analysis to determine the connection of design to outcomes. This research is novel in its construction of the mixed methods approach and in its attempt to tie usability results to impacts on clinical protocol compliance. The validation is a case study approach, applying the methods to an mHealth app developed for early prevention of anxiety in middle school students. The results of three empirical studies are shared that support the construction of the mixed methods approach.
ContributorsPatwardhan, Mandar (Author) / Gary, Kevin A (Thesis advisor) / Pina, Armando (Committee member) / Amresh, Ashish (Committee member) / Arizona State University (Publisher)
Created2016