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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.


Subject
Date Range
2011 2019


Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher. Exploratory and confirmatory factor analysis revealed five factors indicating separate types of feedback: positive and negative academic-informative feedback, positive and negative behavioral-informative feedback, and an overall factor representing supportive feedback. Multilevel models revealed direct relations between teachers’ negative academic-informative feedback and students’ spring math achievement, as well as between teachers’ negative …

Contributors
McLean, Leigh, Connor, Carol M., Lemery, Kathryn, et al.
Created Date
2015

The parent-child relationship is one of the earliest and most formative experiences for social and emotional development. Synchrony, defined as the rhythmic patterning and quality of mutual affect, engagement, and physiological attunement, has been identified as a critical quality of a healthy mother-infant relationship. Although the salience of the quality of family interaction has been well-established, clinical and developmental research has varied widely in methods for observing and identifying influential aspects of synchrony. In addition, modern dynamic perspectives presume multiple factors converge in a complex system influenced by both nature and nurture, in which individual traits, behavior, and environment are …

Contributors
Coburn, Shayna Skelley, Crnic, Keith A, Dishion, Thomas J, et al.
Created Date
2015

The present study tested 1) whether children’s bedtimes, wake times, and sleep durations change as they transition into kindergarten (TtoK), 2) if changes to children’s sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1 bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to academic achievement and participation in 51 kindergarteners. It was hypothesized that 1) wake times would be earlier and sleep duration would be shorter during kindergarten (T2 and T3) than at T1, …

Contributors
Berger, Rebecca, Valiente, Carlos, Eisenberg, Nancy, et al.
Created Date
2015

The primary goal of this study was to extend previous research on traditional masculinity by examining the longitudinal associations between traditional masculinity, school engagement and attitudes toward school in a sample of middle school students. Following a sample of 338 (Mage = , SDage = , 54% male, 46% Latino) students from the 7th to 8th grades, I examined how students' self-reported endorsement of and adherence to physical toughness and emotional stoicism norms of masculinity were associated with their engagement with school and their attitudes of school liking and school avoidance. I also examined whether the endorsement and adherence to …

Contributors
Rogers, Adam Apffel, Updegraff, Kimberly A., Martin, Carol L, et al.
Created Date
2015

Early Childhood Education (ECE) classroom quality has been gaining increased attention from researchers and policy makers, as the link between high quality early learning experiences and future success has become clear. The impact of ECE may be particularly important for low-income, ethnic minority youth, who may need additional support to reach the academic level of their higher-income, Caucasian peers. However, the definition of ECE quality does not currently include indicators of classroom practices and center-wide policies that intentionally address issues of culture, race, and ethnicity, topics that may be particularly relevant for the most academically at-risk children. Anti-bias education (ABE) …

Contributors
Gaias, Larissa Michelle, Dumka, Larry, Shivers, Eva M, et al.
Created Date
2015

Understanding sources of knowledge (e.g., seeing leads to knowing) is an important ability in young children’s theory of mind development. The research presented here measured if children were better at reporting their own versus another person’s knowledge states, which would indicate the presence of introspection. Children had to report when the person (self or other) had knowledge or ignorance after looking into one box and not looking into another box. In Study 1 (N = 66), 3- and 4-year-olds found the other-version of the task harder than the self-version whereas 5-year-olds performed near ceiling on both versions. This effect replicated …

Contributors
Gonzales, Christopher R., Fabricius, William, Spinrad, Tracy, et al.
Created Date
2015

Researchers who have previously explored the relation of broad-based temperamental approach constructs, such as surgency/extraversion, exuberance, or behavioral approach sensitivity, to academic competence (AC) in early elementary school have often found conflicting results. Moreover, few researchers have examined the interaction between these approach reactivity constructs and effortful control (EC) in the prediction of AC. The goal of the current study was to examine the fine-tuned relations of different aspects of temperamental approach reactivity in early childhood (42 and 54 months; N=223), such as impulsivity, frustration, and positive affect, as well as EC, to AC during early elementary school (72 and …

Contributors
VanSchyndel, Sarah, Eisenberg, Nancy, Spinrad, Tracy L., et al.
Created Date
2014

Postpartum depression (PPD) is a significant public health concern affecting up to half a million U.S. women annually. Mexican-American women experience substantially higher rates of PPD, and represent an underserved population with significant health disparities that put these women and their infants at greater risk for substantial psychological and developmental difficulties. The current study utilized data on perceived stress, depression, maternal parenting behavior, and infant social-emotional and cognitive development from 214 Mexican-American mother-infant dyads. The first analysis approach utilized a latent intercept (LI) model to examine how overall mean levels and within-person deviations of perceived stress, depressive symptoms, and maternal …

Contributors
Ciciolla, Lucia, Crnic, Keith A, West, Stephen G, et al.
Created Date
2014

Organized activity participation is associated with a wide array of positive developmental outcomes. Latinos are one of the largest and fastest growing ethnic groups in the U.S., yet are less likely to participate in organized activities than their peers. Theoretically, the alignment or fit between adolescents' and their activities' characteristics is critical to support youths' use and engagement in organized activities. Using qualitative data in Study 1, I examined parents' and adolescents' perspectives and experiences related to several indicators of ethnicity and culture in their activities. Results suggested that alignment on Spanish-language use was critical for participation. However, some Latino …

Contributors
Vest, Andrea E., Simpkins, Sandra D, Menjivar, Cecilia, et al.
Created Date
2014

The current study delineated the developmental trajectories of early childhood externalizing and internalizing symptoms reported by mothers and fathers, and examined the role of the 18-month observed parenting quality × Respiratory Sinus Arrhythmia (RSA) interaction in predicting these trajectories. Child sex was tested as a covariate and moderator. It was found that children's low baseline RSA or high RSA reactivity , in comparison to high baseline RSA or low RSA reactivity , was more reactive as a function of early parenting quality when predicting the development of early childhood problem symptoms. Differential patterns of the interaction between parenting quality and …

Contributors
Li, Yi, Eisenberg, Nancy, Spinrad, Tracy, et al.
Created Date
2014