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 firstname.lastname@example.org.
- Kochenderfer-Ladd, Becky
- 4 Arizona State University
- 2 Ladd, Gary W
- 2 Valiente, Carlos
- 1 Bradley, Robert H
- 1 Dumka, Larry
- 1 Ettekal, Idean
- 1 Jager, Justin
- 1 Kochel, Karen
- 1 Kochel, Karen P
- 1 Kochel, Karen P.
- 1 Ladd, Gary W.
- 1 Lemery-Chalfant, Kathryn
- 1 Sechler, Casey M.
- 1 Swanson, Jodi Michelle
- 1 Visconti, Kari Jeanne
- 4 English
- 4 Public
The current study expands prior work on children's coping with peer victimization by employing person-centered analyses to identify discrete classes of coping behavior, associations with children's maladjustment, and patterns of stability and change over time. Specifically, data were collected at two longitudinal time points from 515 middle school children who reported experiencing at least occasional peer victimization (284 girls, 231 boys; Mage = 8 years, 5 months, SDage = 10.38 months). Three active, behavioral coping strategies were examined: support seeking from teachers, support seeking from friends, and retaliation. A series of cross-sectional latent profile analyses suggested that coping styles may …
- Visconti, Kari Jeanne, Kochenderfer-Ladd, Becky, Ladd, Gary W, et al.
- Created Date
I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or math achievement in second grade (N = 291). In the fall of each school year, parents reported their positive or negative reactions and parents and teachers reported on children's EC. Standardized achievement tests assessed achievement each spring. Results from autoregressive panel mediation models demonstrated that constructs exhibited consistency across study …
- Swanson, Jodi Michelle, Valiente, Carlos, Bradley, Robert H, et al.
- Created Date
It is widely recognized that peer-directed aggression and victimization are pervasive social problems that impact school-aged children and adolescents. This study investigated the developmental course of aggression and victimization, and more specifically, addressed three primary aims. First, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression and victimization. Second, developmental stability (and instability) were assessed by examining the extent to which individuals remain (or change) subgroups throughout childhood and adolescence. Third, group classifications and transitions over time were assessed as a function of children’s individual characteristics and their relational and contextual …
- Ettekal, Idean, Ladd, Gary W, Dumka, Larry, et al.
- Created Date
The primary goals of this study were to empirically identify subgroups of socially withdrawn youth in late childhood using latent profile analysis and to examine profiles of students' scholastic adjustment. Further, comparisons of the academic functioning for different subtypes of withdrawn children, with particular emphasis on socially disinterested and socially avoidant youth, were made. Participants were 358 fifth grade children. Results indicated that theoretical subtypes of socially withdrawn youth emerge among fifth grade students (i.e., shy, socially disinterested, socially avoidant, and nonwithdrawn). Additionally, associations among subtype membership and various indices of academic engagement and achievement demonstrated unique academic profiles depending …
- Sechler, Casey M., Ladd, Gary W., Kochel, Karen P., et al.
- Created Date