Browsing by Author "Mauseth, Tory Ann"
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Item Anxiety and conduct problems in children and adolescents : the role of executive functioning in a dual-pathway model(2013-08) Mauseth, Tory Ann; Keith, Timothy, 1952-; Robillard, Rachel WestAlthough anxiety disorders and conduct problems often co-occur in children and adolescents, literature describing the effects of such co-occurrence is mixed. There is evidence that symptoms of anxiety disorders may mitigate symptoms of conduct problems (buffering hypothesis) or may exacerbate symptoms of conduct problems (multiple problem hypothesis). A dual-pathway model has been proposed that suggests several possible etiological or risk processes that may differentiate these pathways (i.e., the buffering hypothesis or the multiple problem hypothesis) (Drabick, Ollendick, & Bubier, 2010). Executive functioning is one factor that has been identified that may differentially confer risk to the proposed pathways; however, little research has been done investigating its role. The purpose of the present study was to evaluate the dual-pathway model by determining whether executive functioning abilities contribute to differentiating those youth for whom anxiety exacerbates conduct problems from those for whom anxiety mitigates conduct problems. Specifically, the study sought to examine if executive functioning moderated the effect of anxiety symptom severity on conduct problems. Latent variable structural equation modeling (SEM) was used to analyze the data of 221 youth aged 9 to 16 in a residential treatment center who completed a full neuropsychological evaluation. Results of the study failed to support the hypothesis that executive functioning moderates the effect of anxiety on conduct problems. Furthermore, a structural equation model without an interaction between executive functioning and anxiety was found to fit the data better than a model with an interaction between those variables. Overall, the study found that executive functioning abilities could not distinguish youth for whom anxiety exacerbates conduct problems from youth for whom anxiety mitigates conduct problems. Recommendations for future research in light of the limitations of the current study, as well as remaining gaps in the literature, are discussed.Item When does school engagement matter most? : examining the reciprocal association between school engagement and delinquency across time(2011-08) Mauseth, Tory Ann; Sander, Janay Boswell; Cawthon, StephanieResearch indicates that school engagement (SE) and delinquency affect one another and share numerous common causes; however, little literature exists regarding the temporal nature of this relationship. Using the data set from the Children and Young Adult Sample of the 1979 National Longitudinal Survey of Youth, the proposed study will estimate the reciprocal effects of SE and delinquency across time using latent variable structural equation modeling. Specifically, social bonding theory (Hirschi, 2002), strain theory (Agnew, 1992), and the participation-identification model of SE (Finn, 1989), will be drawn upon to create and analyze a cross-lagged panel model. Additionally, this study will identify ages during which school disengagement is most likely to result in participation in delinquent activities.