Social and Behavioral Sciences Commons^™

Parental Autonomy Support And Children’S Stem Engagement During An At-Home Tinkering Activity, Bianca Martins Aldrich

Master's Theses

Parents play an important role guiding children’s learning of science, technology, engineering, and mathematics (STEM) in informal educational contexts. In this project, we considered the ways in which parents use autonomy supportive or controlling language to encourage or discourage children's independence in problem solving, as well as their feedback to children’s ideas and behaviors. We looked at the association between autonomy support and children’s behavioral, STEM, story, and emotional engagement during an at-home tinkering and storytelling activity. Parents and their 4- to 10- year old children were observed at home via Zoom. We coded parents’ and children’s behaviors using a …

Physical Activity, Self-Determination, And Self-Conscious Emotions In Adolescents And Young Adults With And Without Autism Symptomatology, Dakota Morales

Master's Theses

Previous literature suggests that autistic individuals engage in physical activity less frequently compared to typically developing peers (Bandini et al., 2013; Jones et al., 2017). This is noteworthy because exercise interventions for autistic individuals have found that engaging in physical activity can improve motor, social, and behavioral skills (Anderson-Hanley et al., 2011; Duffy et al., 2017; Nicholson et al., 2011; Oriel et al., 2011). Thus, the present study seeks to understand what factors may promote physical activity engagement, such as self-determination motivation regulations and body-related self-conscious emotions, in adolescents and young adults with and without autism symptomatology. Participants included 51 …

Influences Of Latino Caregivers’ Input And Acculturation On Children’S Bilingual Development: A Speech Sample Analysis, Jordan Sierra Perry

Master's Theses

Interactions with caregivers are important for children’s development. In particular, the language input that young dual language learners (DLLs) receive from their primary caregivers affects their cultural knowledge and their bilingual language outcomes. However, relatively little research has been conducted to investigate the cultural contexts that influence Latino caregivers’ bilingual language use at home, including their acculturation level. Thus, the present study examined the relation between caregivers’ acculturation and their children’s bilingual (Spanish and English) language use, and whether this relation varied as a function of caregivers’ bilingual language use. Parent-report measures of bilingual language use, in addition to video …

The Role Of Intersensory Redundancy In Face Recognition In 5- And 12-Month-Old Infants, Aslı Bursalıoğlu

Master's Theses

The goal of this study was to examine the role of audiovisual synchrony in 5- and 12-month-old infants’ attention to and processing of face stimuli. Infants were tested using an online platform called Lookit. In the first phase of the experiment, infants were familiarized with two videos presented simultaneously and side-by-side. Each video displayed a woman speaking in an infant-directed manner. A soundtrack was played that matched one of the videos (experimental condition) or neither of the videos (control condition). It was hypothesized that synchronous audiovisual presentation would attract infants’ attention and promote processing, especially among 12-month-olds. Visual-paired comparison (VPC) …

Latino Parents' Acculturative Stress And Their Preschoolers' Prosocial Development: Testing The Mediating Role Of Parenting Style, Zahra Fatima Naqi

Master's Theses

Studies increasingly recognize the importance of cultural factors when studying the development of immigrant children from low-income backgrounds. There is reason to believe that parents' acculturative stress may be linked to children's prosocial development, via parenting. the present study included a sample of immigrant Latino parents of 3- to 5-year-old Head Start preschoolers (N = 28) to examine how parents' acculturative stress might be associated with children's prosocial behavior at home, as reported by parents, and at school, as reported by teachers. Furthermore, it studied whether this linkage is mediated by warm, supportive, and hostile parenting practices. Results indicated that …

The Use Of A Grammaticality Judgment Task To Assess The Role Of Receptive Vocabulary, Cognitive Inhibition, And Cognitive Flexibility On Syntactic Awareness, Lanette Mae Urbin

Master's Theses

Syntactic awareness, receptive vocabulary, and executive control (i.e., cognitive inhibition and cognitive flexibility) are robust predictors of language, literacy, and academic success (Bialystok, Craik, Klein, & Viswanathan, 2004; Davidson et al., 2010; Foursha-Stevenson & Nicoladis, 2011). In general, research demonstrates that receptive vocabulary is related to syntactic awareness (Davidson, Vanegas, Hilvert & Misiunaite, 2017; Galambos & Hakuta, 1988). There is also research to suggest that facets of executive control, such as cognitive inhibition and cognitive flexibility may also be related to syntactic awareness (Bialystok, 1986; Simard, Foucambert, & Labelle, 2013). However, receptive vocabulary, cognitive inhibition, and cognitive flexibility have only …

Developmental Assets And Outcomes: An Analysis Of Male Serious Juvenile Offenders To Promote Evidence Based Approaches For Rehabilitation, Danielle Jordan Nesi

Master's Theses

Positive youth development is an approach that seeks to enhance and promote young people's developmental progress. Although there has been a shift toward asset building in rehabilitation of delinquent youth, research on positive youth development has historically focused on children at risk of adverse outcomes, rather than those who are already engaged in criminal behavior. Without knowledge about the distribution of assets among delinquent youth and the relations of these assets to outcomes later in life, it is unclear if interventions based on research of developmental assets among at-risk youth are appropriate for justice-involved youth. The 40 Developmental Assets (Search …

Becoming Adults: Trajectories Of Adult Identity Development Among Undergraduate Students With Implications For Mental Health, Jenna Shapiro

Master's Theses

One of the defining developmental processes that occur during the unique stage of emerging adulthood is the emergence of adult identity, or the subjective sense of adulthood. Adult identity has been hypothesized to grow gradually, linearly, and at different rates for subgroups of individuals over the course of this stage (Arnett, 2006; Côté, 2006). Differences have also been suggested to predict wellbeing and distress (Côté, 2006; Kroger, 1996; Kroger, Martinussen, & Marcia, 2010). The goals of the current study were to examine heterogeneity in adult identity development over four years in college and to examine differences in self-esteem and negative …

The Influence Of Community-Based Summer Programs On Ethnically Diverse, Low-Income Chicago Youth, Amy Governale

Master's Theses

How youth spend their time has become an increasingly important factor in studying adolescent development. During the summer months, longer periods of unsupervised time have been associated with a loss of academic skills and lower social-emotional skills. One support for at-risk youth and adolescents might be summer programs housed in community-based organizations. Using a pre-post test design over an 11-week period, the present study examines the linkages among participation in summer programs, individual characteristics, and youth outcomes among ethnically diverse, low-income Chicago youth. Analyses revealed ethnicity was related to math skills at the end of the summer, although the strongest …

Examination Of Script And Non-Script Based Narrative Retellings In Children With Autism Spectrum Disorders, Elizabeth Ann Hilvert

Master's Theses

This study compared the narrative abilities of 19 children with Autism Spectrum

Disorder (ASD) and 26 neurotypical children (NT), between 6 and 12 years of age, on two story retelling tasks: a script-based story and a non-script based story. The script- based story contained the structural aspects of a narrative, but also had the internal framework of a script (Hayward et al., 2007). Given the reduced cognitive and linguistic demands of the script-based story, it was expected that the script-based narrative measure would minimize narrative differences between children with and without ASD. Additionally, the relation between narrative production, theory of …

Effects Of Instruction And Parent-Child Conversation On Children's Stem Learning And Transfer, Maria Marcus

Master's Theses

This study examined the effects of direct instruction and parent-child conversation on children's STEM learning, transfer abilities, and remembering. A total of forty mothers and their 5- to 6-year-old children (M = 5.87) participated in this study. Mother-child dyads were randomly assigned to one of two conditions that differed in the amount of engineering information they received prior to engaging in a building activity in a museum exhibit. The provision of engineering information fostered dyads building activities and their long-term recall of the museum visit. Implications for museum research and practice are discussed.

Learning To Tell Coherent Personal Narratives: Linkages To Mother-Child Reminiscing Over Time, Philip C. Hoffman

Master's Theses

Longitudinal and concurrent predictors of children's narrative coherence are identified and used to model pathways to coherence. Narrative coherence in children's independent narratives was measured at 72-months using a multidimensional (context, chronology, and theme) coding system. Fifty-three potential predictors of children's narrative coherence were considered, including children's vocabulary scores, metamemory knowledge, and measures derived from observations of mothers' and children's talk during reminiscing conversations recorded when the children were 54 and 72 months old. Optimal Data Analysis was used to generate three classification tree models to identify variables associated with whether children were low or high on three dimensions of …

The Influence Of Adult- Versus Child-Directed Television Programs On Distractibility In Preschoolers, Kathryn Joyce O'Toole

Master's Theses

Research in the field on children's attention to television has suggested that discerning between two different types of programming is crucial for understanding how children attend to TV. Child-directed television consists of programs designed with the purpose that children are the intended viewers. In contrast, adult-directed television is not designed for children; these programs are directed toward an older audience. The current study investigated how children divided their attention between cognitive tasks and a distractor. The distractor was either an adult-directed TV program, a child-directed TV program, or there was no distractor. The results revealed that the both distractors reduced …

Stretched Too Thin: Low-Income Mothers' Work-Family Conflict And Preschoolers' Socioemotional Adjustment, Kelly Haas

Master's Theses

The purpose of the current study was to further our understanding of the association between low-income mothers' work-family conflict and their children's socioemotional adjustment, with a particular focus on externalizing and internalizing symptoms. To do so, the present study tested the mediating roles of mothers' psychological distress and positive parenting practices in the relation between work-family conflict and children's adjustment over time. Contrary to hypotheses, the linkage between low-income mothers' experience of conflict between their work and family roles and preschoolers' adjustment was not explained by mothers' symptoms of psychological distress or their use of positive parenting practices. Similarly, the …

Children's Use Of The Shape Bias In The Presence Of Different Instructions, Object Types, And Emotion Cues, Vanessa Raschke

Master's Theses

This study explored the prevalence of the shape bias in children when faced with multiple perceptual cues. Three-to six-year-olds were shown three-dimensional objects and two-dimensional representations of these objects, half of which had emotional faces depicted on them. Of interest was whether attention to emotion would alter children's bias towards the shape of the object and how dimensionality and instruction type would affect the children's choices. The older children were equally likely to use emotion matches as shape matches, but this was not the case for the younger children, who were almost exclusively focused on shape. The non-lexical instructions induced …