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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.




For many adolescents, high school is a critical period of self-awareness, peer-influence, and identity construction. During this volatile period, young people explore how to express themselves in ways that range from conformity to non-conformity and transgression. This is particularly true when it comes to young people's understanding and expression of gender identity. For some youth, their personal form(s) of gender expression align neatly with social expectations; for others, it does not. When gender expression does not align with social expectations, students may be vulnerable to bullying or harassment by peers or adults. Often, youth who are policed and regulated by …

Contributors
Prior, Sarah, Cavender, Gray, Adelman, Madelaine, et al.
Created Date
2012

This research addressed concerns regarding the measurement of cyberbullying and aimed to develop a reliable and valid measure of cyberbullying perpetration and victimization. Despite the growing body of literature on cyberbullying, several measurement concerns were identified and addressed in two pilot studies. These concerns included the most appropriate time frame for behavioral recall, use of the term "cyberbullying" in questionnaire instructions, whether to refer to power in instances of cyberbullying, and best practices for designing self-report measures to reflect how young adults understand and communicate about cyberbullying. Mixed methodology was employed in two pilot studies to address these concerns and …

Contributors
Savage, Matthew William, Roberto, Anthony J, Palazzolo, Kellie E, et al.
Created Date
2012

The long-term impacts of bullying, stress, sexual prejudice and stigma against members of the LGBTQ population are both worrisome and expansive. Bullying among adolescents is one of the clearest and most well documented risks to adolescent health(Nansel et al., 2004; Wilkins-Shurmer et al., 2003; Wolke, Woods, Bloomfield, & Karstadt, 2001) The present study examined the influence of sexual orientation to severity of bullying experience, coping strategies, emotion regulation and the interaction of gender role endorsements in relation to coping and emotion regulation strategy prediction. Extensive research exists to support high victimization experiences in LGBT individuals (Birkett et al., 2009; Robert …

Contributors
Puckett, Yesmina, Newman, Matthew L, Hall, Deborah, et al.
Created Date
2012

A model of the effects of early adolescents' temperament (negative emotionality and inhibitory control) and threat appraisals on resulting status in the bullying dynamic was examined. Specifically, I examined the hypothesis that negative emotionality and passive victim versus bully-victim status would be mediated by threat appraisals, and that mediated effect would be moderated by levels of inhibitory control. The study used a sample of 56 early adolescents ages 7–16. Temperament characteristics were measured using the EATQ–R (Capaldi & Rothbart, 1992). Threat appraisals were assessed using items from Hunter, Boyle, and Warden (2004). Bullying and victimization were measured using items created …

Contributors
Mintert, Jeffrey, Miller, Paul A, Roberts, Nicole A, et al.
Created Date
2012

School bullying is a serious problem for children and adolescents, associated with a multitude of psychological and behavioral problems. Interventions at the individual level have primarily been social skills training for victims of bullying. However, investigators have had mixed results; finding little change in victimization rates. It has been suggested victims of school bullying have the social skills necessary to be effective in a bullying situation; however they experience intense emotional arousal and negative thoughts leading to an inability to use social skills. One intervention that has been getting increasing acknowledgement for its utility in the intervention literature in psychology …

Contributors
Yabko, Brandon Andrew, Tracey, Terence J. G., Homer, Judith, et al.
Created Date
2013