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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


Contributor
Language
  • English
Mime Type
  • application/pdf
Status
  • Public
Date Range
2010 2019


Despite some prevailing attitudes that bullying is normal, relatively innocuous behavior, it has recently been recognized as a serious problem in schools worldwide. Victimized students are more likely to evidence poor academic and semi-academic outcomes, experience social difficulties, and drop out of school in comparison to their non-victimized peers. Although anti-bullying programs have proliferated during the last decade, those aimed at helping children cope with bullying often suffer from a lack of basic research on the effectiveness of children's responses to bullying. The focus of this study was to delineate the ways in which elementary school-aged children typically cope with …

Contributors
Polasky, Sarah Anne, Kochenderfer-Ladd, Becky, Nakagawa, Kathryn, et al.
Created Date
2010

The associations among teacher-student relationships (e.g., close, conflictual, and dependent), peer victimization, internalizing (e.g., sadness, loneliness, and anxiety), and school attitudes (e.g., avoidance, liking) were investigated in a sample of 153 (76 boys and 77 girls) racially diverse (42% Latino and 46% White) third grade students and their teachers (N = 30: 15 T1; 15 T2). Specifically, a two year longitudinal design was used in which data were gathered using self and teacher questionnaires which were administered during the spring of third grade and then a year later when children were in fourth grade. Findings showed that conflictual and overly …

Contributors
Kremer, Paul Kenneth, Kochenderfer-Ladd, Becky J, Moore, Elsie, et al.
Created Date
2010

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 …

Contributors
Lerner, David Frederick, Nakagawa, Kathryn, Caterino, Linda, et al.
Created Date
2011

The purpose of this study was to examine compulsory schooling in the United States and its potential to provide an inconsistent avenue to employment for students from neighborhoods of differing socioeconomic status. Specifically, this study asked why do students from privileged neighborhoods typically end up in positions of ownership and management while those from impoverished urban or rural neighborhoods end up in working-class positions or involved in cycles of incarceration and poverty? This research involved the use of qualitative methods, including participant observation and interview, as well as photography, to take a look at a reputable private day school in …

Contributors
Theodoropoulos, Eftyhia, Margolis, Eric, Nakagawa, Kathryn, et al.
Created Date
2011

This study explored female identity formation, of Ethiopian women and women of Ethiopian heritage as they participate in a coffee (buna) ceremony ritual. The study is anchored in the theoretical framework of a sociocultural perspective which enabled an examination of culture as what individuals do and believe as they participate in mutually constituted activities. Participants in Ethiopia were asked to photograph their daily routine beginning from the time they awoke until they retired for the night. Thematic analysis of the photographs determined that all participants depicted participation in the Ethiopian coffee ceremony in their photo study. Utilizing the photographs which …

Contributors
Brinkerhoff, Jennifer A., Arzubiaga, Angela, Nakagawa, Kathryn, et al.
Created Date
2011

This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal ethnographic method. This study focuses on the emic terms that Japanese preschool teachers use to explain their practices, such as amae (dependency), omoiyari (empathy), sabishii (loneliness), mimamoru (watching and waiting) and garari (peripheral participation). My analysis suggests that sabishii, amae, and omoiyari form a triad of emotional exchange that has a particular cultural patterning and salience in Japan and in the Japanese approach to the socialization of emotions in early …

Contributors
Hayashi, Akiko, Tobin, Joseph, Eisenberg, Nancy, et al.
Created Date
2011

This dissertation discusses the findings of a descriptive study of early childhood teachers' musical practices in the state of Arizona. Drawing from socio-cultural and cultural-historical activity theory perspectives, this study utilized an online survey design for 2 months in which 312 participants from distinctive types of programs responded to 42 items that addressed early childhood teachers' music practices, perceived role of music, the teachers' preparation, challenges and needs for teaching music in their programs. The study uses the findings to explore how music is incorporated into the curriculum, its role, challenges and needs for teachers as well as inform policy …

Contributors
Odongo Okong'O, Benson Charles, Swadener, Elizabeth Blue, Swadener, Elizabeth Blue, et al.
Created Date
2011

The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept …

Contributors
Seeley, Bridget Granville, Valiente, Carlos, Nakagawa, Kathryn, et al.
Created Date
2012

This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. The participants for this study were a subsample of a nationally representative sample used in the standardization of the Woodcock-Johnson III Tests of Cognitive Abilities and the Woodcock-Johnson III Tests of Achievement, Normative Update (Woodcock, McGrew, & Mather, 2007). Participants were between 5 years old and 18 years old (N = 4721; mean of 10.98 years, median of 10.00 years, standard deviation of 3.48 years), and were 50.7% male and 49.3% female. Structural equation models supported the theoretical suggestion that broad …

Contributors
Calderon, Carlos, Caterino, Linda, Nakagawa, Kathryn, et al.
Created Date
2012

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 - …

Contributors
Moreno-Weinert, Inez, Moore, Elsie, Nakagawa, Kathryn, et al.
Created Date
2012