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Title: Patterns of Stable Early Adolescent Friendships and Their Associations with Individual Adjustment.
Creator: Mooney, Karen Sara, Florida Atlantic University, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Strong evidence links positive and negative features of adolescent friendship to adjustment outcomes. However, the majority of these studies adopt a variable-oriented approach, which can obscure differences between subgroups. This study used a person-oriented approach to examine the patterns of friendship quality and their association with adolescent adjustment outcomes. To this end , both members of 88 stable friendships reported on the quality of their relationship and target adolescents...
Show moreStrong evidence links positive and negative features of adolescent friendship to adjustment outcomes. However, the majority of these studies adopt a variable-oriented approach, which can obscure differences between subgroups. This study used a person-oriented approach to examine the patterns of friendship quality and their association with adolescent adjustment outcomes. To this end , both members of 88 stable friendships reported on the quality of their relationship and target adolescents reported on their adjustment (behavior problems, friendship competence, scholastic competence, behavioral conduct, global self-worth, and school grades) at both Grade 6 and Grade 7. K-means cluster analyses identified three distinct patterns in friendship quality at both Grade 6 and Grade 7: /ow positivity, high negativity, and high quality. These groups exhibited structural stability. The high negativity group and the high quality group both exhibited interindividual stability. Person-oriented analyses indicated adolescents in the high quality group tended to have the best adjustment outcomes, whereas adolescents in the high negativity group tended to have the worst adjustment outcomes. Additionally, person-oriented analyses indicated that adolescents whose friendships increased in quality also tended to report increased friendship competence. Adolescents whose friendships decreased in quality tended to report decreased global self-worth . Supplemental variable-oriented analyses generally complemented the findings of the person-oriented analyses. Overall, these findings suggest that many adolescents have enduring friendships that are less than ideal. Moreover, different low quality friendships have different associations with adjustment. These findings also suggest that friendships may not have pervasive influence on adjustment outcomes. Specifically, friendship quality appears to be strongly associated with behavior problems, friendship competence, and self-esteem.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000871
Subject Headings: Friendship in youth, Teenagers--Social networks, Self-esteem in adolescence, Interpersonal relations in adolescence, Adjustment (Psychology)
Format: Document (PDF)

Title: Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
Creator: Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
Subject Headings: Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
Format: Document (PDF)

Title: Academic task avoidance and achievement as predictors of peer status during the early primary school years.
Creator: Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
Subject Headings: Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
Format: Document (PDF)

Title: An examination of relationships between mindfulness, personality, anxiety, and depression in Americans and Japanese college students.
Creator: Stiksma, Melissa, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Mindfulness – nonjudgmental awareness of the present moment - has recently garnered significant attention in psychological literature for decreasing clinical symptoms. Certain personality traits such as emotionality, however, can predict higher levels of anxiety and depression. The present study examines whether mindfulness mediates the relationship between personality traits and perceived stress and depression in nonclinical populations. A total of 321 participants from two samples—American...
Show moreMindfulness – nonjudgmental awareness of the present moment - has recently garnered significant attention in psychological literature for decreasing clinical symptoms. Certain personality traits such as emotionality, however, can predict higher levels of anxiety and depression. The present study examines whether mindfulness mediates the relationship between personality traits and perceived stress and depression in nonclinical populations. A total of 321 participants from two samples—American and Japanese undergraduates —self-reported scores on measures of mindfulness, personality, perceived stress and depression. Cross-cultural comparisons following measurement invariance tests also allow for insight into the definition of mindfulness, especially given the Eastern religion origin of mindfulness. Results demonstrate that mindfulness partially mediates the relationships between personality clinical symptoms, particularly for extraversion and conscientiousness. These results can play an important role for developing mindfulness-based treatment and prevention programs and bridge an important gap between Western conceived and Eastern religion mindfulness.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004413, http://purl.flvc.org/fau/fd/FA00004413
Subject Headings: Adjustment (Psychology), College students -- Mental health services, Consciousness, Counseling psychology, Counseling psychology Mind and body, Mindfulness -- Religious aspects, Mindfulness based cognitive therapy, Quality of life, Stress (Psychology)
Format: Document (PDF)

Title: Conflict in close relationships: The roles of process, relationship, and conflict issue.
Creator: Jones, Charles Eric, Florida Atlantic University, Richardson, Deborah R., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: A two (process) by two (relationship) by two (issue) design was implemented in order to investigate the effects of the process used to deal with a conflict, the relationship of those involved in the conflict, and the issue that the conflict is centered around. Subjects read one of eight different scenario types and rated them on their satisfaction with the process used, the relationship of those involved in the conflict, and the outcome of the conflict. It was predicted that a three-way...
Show moreA two (process) by two (relationship) by two (issue) design was implemented in order to investigate the effects of the process used to deal with a conflict, the relationship of those involved in the conflict, and the issue that the conflict is centered around. Subjects read one of eight different scenario types and rated them on their satisfaction with the process used, the relationship of those involved in the conflict, and the outcome of the conflict. It was predicted that a three-way interaction between the independent variables would occur. Support for the predictions was found. Results are discussed in light of past interpersonal and organizational literature.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15111
Subject Headings: Interpersonal relations, Conflict (Psychology), Conflict management, Adjustment (Psychology)
Format: Document (PDF)

Title: Does children's attachment style influence children's perception of the parent?.
Creator: Kabbas, Diane R., Florida Atlantic University, Perry, David G., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This thesis examined the possibility of meaningful associations between children's attachment styles in middle childhood and children's perceptions of the parent. Participants were 199 students (94 males, 105 females) in grades three through eight (mean age = 11.03 years) from a Florida university school. The children were administered self-report measures and peer-report nomination measures. Five attachment coping strategies (preoccupied, indecisive, avoidant, coercive, and caregiving) and...
Show moreThis thesis examined the possibility of meaningful associations between children's attachment styles in middle childhood and children's perceptions of the parent. Participants were 199 students (94 males, 105 females) in grades three through eight (mean age = 11.03 years) from a Florida university school. The children were administered self-report measures and peer-report nomination measures. Five attachment coping strategies (preoccupied, indecisive, avoidant, coercive, and caregiving) and four aspects of perceived maternal behavior (reliable support, overprotection, harassment, and fear induction) were assessed and numerous and meaningful associations were found. For example, perceived maternal overprotection was positively associated with preoccupied coping. Significant associations were also found between our avoidant, coercive, indecisive, and caregiving coping measures and perceived maternal reliable support, harassment, and fear induction. Our numerous and significant findings lend further support for the usefulness and value of our concurrent correlational self-report measures and to justify future longitudinal research to compare alternative models.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13271
Subject Headings: Attachment behavior in children, Parent and child--Research, Adjustment (Psychology), Attachment behavior in adolescence, Mother and child, Child development
Format: Document (PDF)

Title: Narcissism, perceptions of peer relationships, and target-specific aggression in middle childhood.
Creator: Anderson, Chelsie., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study examined how narcissism affects preadolescent children's choices of peer targets for aggression. Based on the idea that narcissists have a grandiose sense of self that requires nourishment, we hypothesized that narcissistic children are especially likely to attack peers who threaten, or fail to nourish, their grandiose self. We assessed narcissism and the degree to which each child's aggression toward peers depended on (a) the child's perceived liking by each peer, (b) the child's...
Show moreThis study examined how narcissism affects preadolescent children's choices of peer targets for aggression. Based on the idea that narcissists have a grandiose sense of self that requires nourishment, we hypothesized that narcissistic children are especially likely to attack peers who threaten, or fail to nourish, their grandiose self. We assessed narcissism and the degree to which each child's aggression toward peers depended on (a) the child's perceived liking by each peer, (b) the child's liking of each peer, (c) each peer's actual liking of the child, and (d) the child's perceived similarity to each peer. Participants were 197 children in the fourth through eighth grades at a university school. Narcissism predicted the four types of target-specific aggression in disparate ways for boys and girls. Narcissistic boys were especially likely to direct aggression toward male peers whom (a) they perceived as disliking them, (b) they disliked, and (c) they perceived as dissimilar to themselves. Narcissistic girls were especially likely to attack female peers whom they perceived as similar to themselves. Narcissism may enhance different motives for boys and girls in same-sex peer relatinships. We propose that narcissism enhances investment in status and rivalry amoung girls while enhancing the motive to attack dissimilar peers among boys.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356886
Subject Headings: Identity (Psychology) in children, Adjustment (Psychology), Sex differences (Psychology), Affect (Psychology), Aggressiveness, Narcissism, Philosophy, Interpersonal relations in children, Social interaction in children, Self-esteem in children
Format: Document (PDF)

Title: Correlates of interpersonal conflict.
Creator: Vazquez, Karinna., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Evidence suggests that self-reports of the frequency of an event, the most common way of measuring rates of conflict, are an unreliable source of data and that minor changes in question format can result in major changes in the results obtained (Bless, Bohner, Hild & Schwarz 1992; Schwarz, 1991; Schwarz, 1999; Winkielman, Knauper & Schwarz, 1998). In the conflict literature, different studies report different rates of conflict and different associations between conflict frequency and...
Show moreEvidence suggests that self-reports of the frequency of an event, the most common way of measuring rates of conflict, are an unreliable source of data and that minor changes in question format can result in major changes in the results obtained (Bless, Bohner, Hild & Schwarz 1992; Schwarz, 1991; Schwarz, 1999; Winkielman, Knauper & Schwarz, 1998). In the conflict literature, different studies report different rates of conflict and different associations between conflict frequency and individual adjustment. Therefore, the present study examined how alterations in the measurement of conflict frequency affected how many conflicts participants reported and whether different measures of conflict were differentially associated with psychological adjustment outcomes (i.e., alcohol use, drug use, depression, delinquency, and interpersonal support). Response scales, reference periods, and question formats of conflict measures were manipulated to examine differences in conflict frequency reports. Results indicate that the changes in conflict measurement produce varied amounts of conflict across conditions and that changes in the measurement of conflict frequency change the associations between conflict frequency and adjustment outcomes.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322511
Subject Headings: Interpersonal conflict, Conflict (Psychology), Interpersonal relations, Psychological aspects, Adjustment (Psychology), Stress (Psychology)
Format: Document (PDF)

Title: The downside of self-esteem stability: does stability impede flexibility?.
Creator: Wiese, Susan L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Self-concept stability was tested in three studies to examine the relationship between stability in one's self-concept and the ability to adapt to changes in the social environment. Much of the literature on the topic of self-stability emphasizes the functional benefits of stability and the negative outcomes associated with instability. Dynamical systems theory purports however that stability in a dynamical system is indicative of a loss of complexity that limits the range of the systems...
Show moreSelf-concept stability was tested in three studies to examine the relationship between stability in one's self-concept and the ability to adapt to changes in the social environment. Much of the literature on the topic of self-stability emphasizes the functional benefits of stability and the negative outcomes associated with instability. Dynamical systems theory purports however that stability in a dynamical system is indicative of a loss of complexity that limits the range of the systems behavior. Accordingly, this series of studies tests the idea that a stable self-system may have a more limited range of behaviors than unstable self-systems and this may have implications for adapting to changes in one's social environment. The overarching hypothesis is that compared to those with less stable self-views, those with stable self-views will demonstrate lower levels of flexibility of behavior in response to changing social demands. Study 1 assessed the dynamics of participants' evaluations by asking them to complete a self-descriptive recording and evaluate their self-descriptions using the mouse paradigm procedure. Participants also completed a series of questionnaires assessing personality factors and behavioral and cognitive flexibility. Study 2 expanded on the first study by adding a well-validated measure of self-esteem stability and a social conceptualization of behavioral flexibility. Study 3 tested participants' willingness to demonstrate behavioral flexibility in an actual social situation and examined the effects of stress on the relationship between stability and flexibility., Results suggest that those with more stable self-concepts demonstrate less flexibility in response to their social environment than those whose self-concepts are less stable and that stress tends to amplify this relationship. Future research is also recommended to achieve a fuller understanding of stability in the self-system and its implications for social functioning.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683204
Subject Headings: Self-esteem, Psychological aspects, Adjustment (Psychology), Social interaction, Self-determination, Identity (Psychology)
Format: Document (PDF)

Title: Modes of self-directed attention: dynamic model of self-regulation.
Creator: Strawinska, Urszula., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Establishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic...
Show moreEstablishing and maintaining a clear and stable view of oneself is one of the major goals that human beings are motivated by. Individuals' environment is overflowing with a variety of self-relevant feedback. Yet, humans are able to generalize their experience into idiosyncratic self-concept, that despite being the largest, and most complex of all cognitive structures provides a good frame of reference for regulation of action, emotion, and cognition. This research project examined a dynamic model of self-regulation that explains how humans manage to arrive at and maintain a coherent understanding of who they are and what they are like despite the abundance and constant influx of often contradictory self-relevant information. The dynamic model of self-regulation emphasizes the role of selective attention to specific regions of the self-concept as a prerequisite for self-concept adaptive development and functional expression. From a dynamical systems perspective the self-concept is conceptualized as a dynamic cognitive structure of knowledge that becomes organized into meaningful self-aspects (i.e., identities, self-perceived traits, roles) that differ with respect to evaluative coherence. Some self-aspects are coherent and comprise exclusively positive or exclusively negative elements, while other do not achieve evaluative coherence and are comprised of self-beliefs with mixed evaluations. As the focus of conscious attention changes between coherent and incoherent areas, the experience of Self and implications of self-concept for ongoing processes change accordingly. The total number of 296 participants took part in four studies conducted in Poland and in the United States., The studies utilized interesting procedures to investigate the dynamics and structure of the self-concept and the consequences of the evaluative differentiation of the self-concept for intrapersonal and interpersonal processes. Participants filled out personality and self-concept measures on-line, performed the cardsorting and mouse procedure tasks, and interacted with a chat-bot conversational program. Results of the studies attest to the validity of the model and suggest that individuals focus their attention on incoherent self-aspects to facilitate the formation and development of the self-concept and that focus on coherent self-aspects facilitates effective use of the self-concept for the regulation of ongoing processes.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2138107
Subject Headings: Self-management (Psychology), Self-perception, Identity (Psychology), Adjustment (Psychology), Mind and body, Self-presentation, Interpersonal relations, Social interactions
Format: Document (PDF)

Interpersonal relations (3)	+ -
Conflict (Psychology) (2)	+ -
Identity (Psychology) (2)	+ -
Interpersonal relations in children (2)	+ -
Psychological aspects (2)	+ -

Stress (Psychology) (2)	+ -
Academic achievement. (1)	+ -
Achievement motivation in children (1)	+ -
Affect (Psychology) (1)	+ -
Aggressiveness (1)	+ -
Attachment behavior in adolescence (1)	+ -
Attachment behavior in children (1)	+ -
Child development (1)	+ -
Classroom management (1)	+ -
College students -- Mental health services (1)	+ -
Conflict management (1)	+ -
Consciousness (1)	+ -
Counseling psychology (1)	+ -
Counseling psychology Mind and body (1)	+ -
Education--Parent participation. (1)	+ -
Emotions in chiidren (1)	+ -
Friendship in youth (1)	+ -
Hispanic Americans--Education--Parent participation. (1)	+ -
Identity (Psychology) in children (1)	+ -
Interpersonal conflict (1)	+ -
Interpersonal relations in adolescence (1)	+ -
Learning, Psychology of. (1)	+ -
Mathematics--Study and teaching (Middle school) (1)	+ -
Middle school students. (1)	+ -

Charles E. Schmidt College of Science (10)	+ -
Florida Atlantic University (6)	+ -
Laursen, Brett (3)	+ -
Anderson, Chelsie. (1)	+ -
Dickson, Daniel J. (1)	+ -

Jones, Charles Eric (1)	+ -
Kabbas, Diane R. (1)	+ -
Mooney, Karen Sara (1)	+ -
Perry, David G. (1)	+ -
Richardson, Deborah R. (1)	+ -
Richmond, Ashley D. (1)	+ -
Sherman, Ryne A. (1)	+ -
Stiksma, Melissa (1)	+ -
Strawinska, Urszula. (1)	+ -
Vazquez, Karinna. (1)	+ -
Wiese, Susan L. (1)	+ -

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