Browsing by Subject "Adolescent psychology"
Now showing 1 - 15 of 15
Results Per Page
Sort Options
Item Adolescent risk behaviors and developmental contextualism: a person-oriented approach(Texas Tech University, 2001-08) O'Neal, Keri KristenIssues surrounding person-oriented approaches to the study of risk behavior served as the impetus for this research. Cluster analysis is one such person-oriented technique that allows for the identification and empirical classification of individuals based upon a specified set of factors. However, issues remain as to the most appropriate cluster analytic strategies to use when studying adolescent risk behaviors. The first goal of this study was to explore differences found when clustering adolescent risk behaviors at time 1 and retaining the same groupings over time, compared with clustering at each point in time and examining the correspondence of the clusters. The second goal was to explore ways in which cluster analyses shed light on gender similarities and differences in the course and correlates of risk behaviors. Three waves of the National Youth Survey were used resulting in a final sample of 1391 (717 males, 674 females) individuals used in the cluster analyses. Using Ward's minimum-variance method, the optimal cluster solution yielded five clusters based upon the pseudo-T and consideration of group sample sizes. Results indicate differing patterns when individuals are allowed to re-cluster at each time period compared with maintaining the same clusters across time. Gender differences emerged; suggesting differential patterns associated with adolescent risk behaviors and the benefits of clustering separate samples of women and men. Implications for past and future research are discussed.Item Adolescents' adaptation to parental separation or divorce(Texas Tech University, 1988-05) Lewis, David K.This study presents variables found to influence the adaptation of adolescents to parental separation/divorce. The purposes of the study were to (1) investigate adolescent adaptation following parental separation/divorce guided by the theoretical framework of stress and coping literature, and (2) examine previously unexplored adjustment factors that the literature indicated were relevant. The partial correlations in the study examined the relationship among independent variables (pileup of stressors, social network, level of coping, and perception) and two dependent variables (self-esteem and depression). Finally, standard multiple regressions were run to determine the contribution of independent variables in explaining the variance in the study. Findings of the study were based on questionnaire responses from 90 adolescents experiencing parental separation or divorce between June 1985 and June 1987. The 34 males and 56 females in the study ranged from 12 to 18 years of age. Results of the partial correlations showed that pileup of stressors was negatively correlated with self-esteem and positively correlated with depression. High social network was positively correlated with self-esteem and negatively correlated with depression. No support was found for the remaining two variables. Results of the multiple regression showed that the combined independent variables (pileup of stressors, social network, level of coping and perceived stress) explained a significant proportion of the variance of the adolescent's level of self-esteem and depression.Item Adolescents' concerns of the nuclear threat: implications for identity development and pleasure/sensation-seeking behavior(Texas Tech University, 1989-12) McCann, Leigh LessenberryPrevious research has assumed that knowledge of the nuclear threat in adolescence has had a destructive effect in the development of adolescents. The purpose of the current research was to assess the relationship between adolescents' despair of the nuclear threat and their identity status in ninth graders, eleventh graders, and college freshmen. A second purpose of the study was to examine the relationship between adolescents' despair of the nuclear threat and their pleasure/sensation-seeking behavior. The present research assessed nuclear anxiety using the Nuclear Threat Index (NTI). The Extended Version of the Objective Measure of Ego Identity Status (EOM-EIS) was utilized to categorize the subjects into identity statuses (i.e., diffusion, foreclosure, moratorium, or identity achievement). Pleasure/sensation-seeking behavior was assessed using the General Scale of the Sensation Seeking Scale, Form IV (GS-SSS-IV). Data were obtained from 214 adolescents. It was hypothesized that adolescents who have obtained identity achievement status would have a lower score on the NTI than adolescents in the moratorium status and these adolescents would have a lower score on the NTI than adolescents in the diffused status of identity development. A 4 x 2 x 3 multivariate analysis of variance (MANOVA) was performed using the factors of identity status, gender, and grade level/age, respectively. The three subscales of the NTI (i.e., cognitive, behavior, and affect) were used as the dependent variables. A second hypothesis that there would be a positive relationship between adolescents' despair of the nuclear threat and their pleasure/sensation-seeking behavior was examined through a multiple regression analysis. The subjects' subscale scores on the NTI, gender, and grade level/age were used as the independent variables, while the subjects' respective scores on the GS-SSS-IV were used as the dependent variable. The results indicated that adolescents who have high nuclear anxiety do not appear to have any more difficulty reaching identity achievement than do their peers who have low anxiety. However, youths who have high nuclear anxiety are more likely to engage in pleasure/sensation-seeking behavior than their peers who have low anxiety. The multiple regression analysis indicated an overall significant model [F (5,208) = 17.93, n < -Oil- When considering the individual independent variables, it was found that pleasure/ sensation-seeking behavior was significantly influenced by the NTI affect subscale scores and gender at the .01 level.Item Assessing perceived needs and interests of adolescents aided by mental health clinics(Texas Tech University, 1980-05) Kincaid, Audette VNot availableItem Attachment, self, and parental acceptance-rejection in relation to adolescent personality(Texas Tech University, 1989-05) Luft, Gary A.Based on a model derived from attachment theory, self psychology, parental acceptance-rejection theory, and a psychoanalytic persective on gender issues, the interrelationships between late adolescents' perception of past attachment to parents, perception of present attachment to parents, perception of past rejection by parents, perception of self, and perception of the impact of relationship disruptions were examined. A sample of 666 college students completed a series of items that assessed their perceptions of present and past attachment to parents, of past rejection by parents, and of themselves. As predicted there was a positive association between present perception of attachment to parents (college years) and perception of past acceptance by parents (high school years). A positive association was also found between perception of relationship disruptions and negative self-concept. A prediction about a negative association between pressent perception of attachment to parents and negative self-concept was also supported. A prediction about the interaction of attachment to other and attachment to father in relation to self-perceived levels of dependency was not tested because of the inadequacy of the dependency measure. In the present study the dependency measure was not related to the other variables in a manner that was conceptually consistent with the theoretical definitions of dependency. Implications for theory and further research are discussed.Item Diferences in family ritualization: implications for family functioning and the separation and adjustment of late adolescents(Texas Tech University, 1990-08) Hale, Karla KStudies have shown that an emphasis on family rituals may serve the family by promoting cohesiveness, protecting and stabilizing the family during periods of stress and crisis, and fostering and maintaining the family identity. Several family researchers have concluded that family health and strength go hand and hand with a family's establishing a valued set of rituals and traditions. Some theorists have also suggested that rituals provide benefits for the individual members in providing a link with the family during the process of adolescent separation and autonomy development. The present study tested five hypotheses using a sample of 152 male and 183 female freshman college students, late adolescents in the process of separating from their families. These students completed the Family Rituals Measure which assesses ritualization in terms of the importance given to rituals and the flexible adaptation of the rituals practiced. Measures of family cohesion, family functioning, psychological separation, and college adjustment were also administered. Canonical correlations were conducted to assess the effects of ritual commitment and flexibility on the level of cohesion and overall functioning of the family, and on the successful separation and adjustment of members leaving the family. The results indicated that frequency of ritualization, importance placed on rituals, and the flexibility of rituals were all positively associated with family cohesion and healthy functioning, correlating with expressiveness, organization, and low family conflict. Family ritualization was not highly predictive of psychological separateness or college adjustment. However, the combination of ritual commitment and flexibility with healthy family functioning produced a significant association with psychological separation, with conflicting subscale results. These conflicting results concerning the assessment of psychological separation and the role of rituals in the separation process are discussed. Conclusions are drawn regarding the benefits of rituals for the family and individual members based on the findings, with suggestions for further research.Item Effects of marital and cross generational alliances on the adjustment and separation of late adolescents(Texas Tech University, 1986-05) Garner, Holly DeniseSeveral hypotheses about healthy family functioning have been proposed by various family theorists. One widely held belief is that the marital relationship should be the strongest, most important one in the family, and the relationship between parent and child should be less intense and separate from the marital relationship if the family is to function effectively. Parent-child coalitions are believed especially harmful when late adolescents attempt to separate from their families and form separate identities. The Circumplex Model of Marital and Family Systems proposes several hypotheses regarding healthy family functioning. Healthy families are believed to have central (balanced) levels of cohesion and adaptability, while dysfunctional families have low or high extremes of these two dimensions. The Model also proposes that strong marital alliances are characteristic of families with balanced levels of cohesion, and parent-child coalitions occur in families with extremely high levels of cohesion. The present study tested three hypotheses using a sample of late adolescents who are just beginning the separation process (i.e., freshmen college students). The first hypothesis predicted that students whose parents form the primary relationship in the family would be better adjusted and more psychologically separated from their parents than students involved in a cross-generational alliance with a parent. No significant differences between groups were found; the hypothesis was not supported. The second hypothesis predicted that students whose families are balanced on cohesion and adaptability would score higher on adjustment and psychological separation than students whose families are extreme on the two dimensions. Significant differences were found between groups, but were not in the predicted direction. Students from families with high extremes of cohesion and adaptability scored highest on adjustment and psychological separation, with students from families with low extremes of the two dimensions scoring lowest. The third hypothesis predicted that more students whose parents form the primary relationship would have families with balanced levels of cohesion, and more students from parent-child coalition families would score extremely high on cohesion. No significant differences between groups were found. Discussion of these results included possible explanations for the findings and suggestions for further research.Item Finding safe passage: the experience of spirituality for adolescents(2006) Wright, Helen Hobson; Horner, Sharon D.Item Non-parental adults in the lives of Mexican-American and Anglo-American adolescents: a comparative study(Texas Tech University, 1998-08) DeSecottier, Leon RenaultThis study examined individuals who were named as important in the lives of adolescents. As a broad scope, the functions of these relationships were examined to determine the degree of functionality of the mother, father, peer and a non-parental adult have in the roles of challenger, counselor, teacher, social facilitator, moral guide, companion, behavioral model and supporter. This further study identified these important non-parental adults in order to determine how these relationships differed from, or are similar to young adolescents' relationships with their mother, father, and best friends. Finally, the study examined characteristics associated with having high or low quality relationships with a potential mentor. The focus of this study, throughout, was to compare the relationships that were maintained in the lives of young adolescent Mexican Americans and Anglo Americans and to describe differences or similarities noted. The target population for this study was young adolescents (ages 12-15). The sample consisted of 356 (290 Mexican American and 66 Anglo American) adolescents attending 2 junior high schools in a culturally diverse southwest community consisting of 40% Mexican Americans. A questionnaire was distributed during class asking students to rate their mothers, fathers, best friends, and non-parental adults on items representing mentoring functions. Additionally, Harter's (1988) perceived competence scale, Cegala's (1981) Communication Competence Scale and the short form of the Nowicki-Strickland (1973) locus of control scale for children was used to assess the adolescents' characteristics of communication competence and internal or external locus of control. MANOVA, ANOVA, and multiple regression were used for statistical analysis. A majority of the participants named an important non-parental adult. Mexican American adolescents named significantly more relatives as important non-parental adults. Overall, females listed friends as possessing higher mentor qualities than males and males rated fathers higher than females. By ethnicity, Anglos rated fathers higher than Mexican Americans and Mexican Americans rated non-parental adults higher than Anglos. Mothers ranked highest on mentor quality across all groups. Children's characteristics of perceptiveness and responsiveness were the only individual characteristics found to significantly correlate with possessing a high functioning mentor. Mentor research has been the focus of many recent programs aimed at buffering the negative effects of environmental and social issues such as low socio-economic status, poverty, low educational levels, high school dropout rates, etc. However, previous research has focused on constructing relationships particularly for high risk and gifted students. Until now, little has been examined in the area of naturally occurring relationships which have the potential to impact the lives of adolescents as mentors.Item Relating adolescents' identity and motivational processes in academics and athletics: the integral nature of a perceived sense of agency(2003) Woodruff, Althea Louise; Schallert, Diane L.The purpose of this study was to examine the relationships among identification, extrinsic and intrinsic motivation, and perceived competence within two domains, academics and athletics. Ryan and Deci’s (2000, 2002) Self-Determination Theory was examined in relationship to other theories of motivation and identity and self-concept. In addition, literature on student-athletes also informed this study. Both quantitative and qualitative methods were used in the investigation of the different constructs. In the quantitative phase of the study, 425 seventh, ninth, and twelfth graders filled out self- report questionnaires relating to their academic and athletic identification, extrinsic and intrinsic motivation, and perceived competence. The quantitative results demonstrated that students were more extrinsically driven in academics while they were more intrinsically driven in sports. Also, strong relationships among identification and both intrinsic and extrinsic motivation were exhibited in both domains. Perceived competence demonstrated mixed results in the academic domain while demonstrating strong relationships to motivation in the athletic domain. Grade comparisons were also analyzed demonstrating some developmental patterns in identification, motivation, and perceived competence and the relationships among these variables. In the qualitative phase of the study, 12 ninth graders were interviewed and observed over the course of three months, and their data were analyzed using Strauss and Corbin’s (1998) grounded theory approach. Their results illustrated the relationships among the context (i.e., the school) and the students’ identity and motivation processes. A central phenomenon was derived from these relationships that pointed to the importance of a perceived sense of self as agent in the affective processes that these students experienced. Students discussed a weaker sense of agency within academics and less control over the choices that they made within this domain than in the athletic domain, perspectives that were integrated into their views of their identity and motivation, and that, in the end, affected the choices they made.Item Relationship beliefs of early and middle adolescents(Texas Tech University, 1992-05) Montgomery, Marilyn JeanIn junior high and high school, most adolescents expenment with cross-gender relationships, and most consider themselves as having been "in love" at least once. Yet littie is known about adolescents and love. This study was designed to assess love attitudes and beliefs—cognitive components of love—among earh and middle adolescents (grades 7 through 12). On the basis of adolescent developmental theory, differences between those who had little dating experience and those who had greater dating experience were expected, in both the structural relationships of the love attitudes and beliefs and in the strength of the endorsement of certain beliefs. Gender differences were also expected, based on prior research. Relationship beliefs were operationalized in three conceptually related ways. Adolescents were given a questionnaire that asked how much they agreed with statements expressing passionate longing, statements expressing common romantic beliefs, based on the work of Lantz's assessments of American romantic notions, and statements expressing various love attitudes, based on Lee's love typology. The sample included 93 early-adolescent males (grades 7-9), 102 early-adolescent females, 94 middle-adolescent males (grades 10-12), and 94 middle adolescent females. Subjects were recruited by a network sample of youth organizations and private schools, primarily during the summer months of 1991. Results indicated tiiat the strength of passionate love is not different for boys and giris. However, boys are more likely to believe in love at first sight than are giris. Adolescents who have greater dating experience have stronger feelings of "passionate longing." The romantic belief that love overcomes all obstacles is also stronger for tiiose with more dating experience, as are the Agapic and Manic love attitudes. Additionally, those with greater dating experience appear to have a more elaborate cluster of love attitudes: a consolidated "Ludic" love attitude was not apparent among those with littie dating experience in this study. Girls endorsed Storgic and Agapic attitudes to a greater extent than did boys. These results are interpreted in light of psychosocial developmental tiieory and contextual influences in the lives of adolescents.Item The influence of family perceptions on adolescent social competence(Texas Tech University, 1998-12) Rychener, Stacey ReneeAdolescents, mothers', and fathers' perceptions of family cohesion, conflict, and control on the Family Environment Scale was investigated in relation to adolescent selfreport of social competence on the TSBI and a behavioral Interview task. The results partially supported Grotevant and Cooper's (1985, 1986) model of individuation that postulates that both connectedness and separation to the family is associated with adolescent social competence. Adolescents' perceptions of family cohesion and conflict were significantly related to their self-report of social competence. However, father's perceptions of family cohesion were negatively related to adolescent social competence for sons. In addition, father's perceptions of family conflict were positively related to adolescent social competence. These findings suggest a rather complicated relationship exists between fathers and adolescents and should be examined in future research. The findings did not support Bengtson and Kuyper's (1971) "generational stake" model that postulated that parents tend to overestimate positive family characteristics and adolescents tend to underestimate positive family characteristics. Nor did the findings support the hypotheses that similar perceptions of the family among mother, father, and adolescents are related to adolescent social outcomes.Item The interaction between formal operational thought and ego identity development in late adolescence and early adulthood(Texas Tech University, 1983-08) Skinner, Peggy J RowlandThe purpose of the study was to explore the relationship between cognitive development and identity formation. Four other researchers have studied this interaction but have not been able to establish a definitive relationship due to small samples, age of the subjects, and measurement problems. This study examined 201 late adolescents and young adults with an objective measure of identity and a non-manipulative, objective measure of operational thought. Two-hundred-and-one college students completed the Longeot Scale of Logical Reasoning and the Objective Measure-Ego Identity Scale (OM-EIS). The Longeot Scale was used to determine if the subject was thinking at the concrete, early formal, or late formal level. The OM-EIS was utilized to categorize the subjects into identity statuses—diffusion, foreclosure, moratorium, or identity achievement. Chi square analyses, analyses of variance, and correlations were performed. Chi square analyses supported the hypotheses that concrete thinkers would have greater percentages in the diffusion or foreclosure statuses whereas formal thinkers would be more frequent within moratorium and achievement statuses, £ <.01. Analyses of variance showed a significant relationship for diffusion by cognitive level, £ < .01; foreclosure by cognitive level, £ <.001; and moratorium by cognitive level, £<.01; but achievement by cognitive level was not significant. Mean comparisons also supported the relationship found in the analyses of variance with the differences between the mean identity scores occurring in the predicted direction for each cognitive level. Correlation coefficients gave additional support to the relationship with diffusion scores decreasing as the cognitive scores increased, r_ = -.17, £<.01; with foreclosure scores decreasing as the cognitive scores increased, r = -.33, £<.001; with moratorium scores decreasing as the cognitive scores increased, £ = -.20, £ <.01; and with achievement scores increasing as cognitive scores increased, r = .14, £ <.05.Item Transacting with the word: at-risk adolescents and informational texts(Texas Tech University, 2003-12) Hurst, Jeannine LaneThis qualitative study investigated how three ninth-grade students, who were considered "at-risk" as readers, transacted with informational texts. The descriptive case studies were written as narratives from the participants' points of view, in order to elicit input from students who were currently struggling with the reading curriculum. The research was framed in Rosenblatt's (1994) transactional theory of reading, and the research design was based on Merriam's (1998) definition of an educational case study. The methodology employed ethnography, hermeneutics, and participant observation in the classroom setting. During the study, participants' responses to informational texts, their perceptions of efficacy for learning content knowledge, and their recommendations for other students who are considered "at-risk" as readers were highlighted. As a participant observer, I attempted to build a relationship with class members by serving as a teaching assistant. Data was gathered from observational notes, classroom artifacts collected throughout the semester, and a series of three audio-taped interviews. During the interviews, participants reflected on past and present reading experiences and participated in think-aloud activities as they read short passages from informational picture books. After reviewing the data, a follow-up interview provided closure to the study. Through the use of constant comparison, data was coded, categorized, and analyzed to establish depth within and across the cases. Findings of the study indicated that motivation to read informational text depended on high-interest materials, life connections, and self-selection. In addition, participants exhibited narrow reading interests that affected their ability to build a broad base knowledge in reading, and their preferred strategies were remembered from late elementary experiences. Findings also indicated that the teacher-student bond influenced reading effort, and comfort and the physical classroom atmosphere affected their attitude toward reading. Participants stated that traditional "drill and skill" worksheets were ineffective for building reading comprehension, preferring small-group instruction and tutorials, which allow for personal support and immediate feedback. In a message to other struggling readers, participants suggested that they take charge of their reading lives, and to ask for help when it was needed..Item The unique and moderating effects of religious, family and school connectedness on early adolescent adjustment(2007) Roalson, Lori Anne, 1969-; Loukas, AlexandraParent-adolescent connection is considered a core parenting component influencing adolescent psychosocial development. When the connection is poor, the adolescent has an increased risk of developing depressive symptoms and behavioral problems. Non-family socialization experiences increase in importance as the quality of family experiences decreases and may protect adolescents with low family connectedness from demonstrating depressive symptoms and behavioral problems. The school is one context that may provide socialization experiences to promote continued development for early adolescents. Stronger levels of connection to the school have been related to decreased prevalence of adolescent problem behaviors such as delinquency. The religious community represents another context in which early adolescents may develop important connections. This context is particularly important to study as over half of all adolescents in the U.S. report attending church services weekly and/or are involved in a church youth group and approximately 60% of adolescents report their faith is important to them. Research examining adolescent feelings of connection to their religious group and how this relates to delinquent behaviors and depressive symptoms, however, is lacking. The present study explored the cross-sectional contribution of adolescent connections to the family, school and religious contexts to the depressive symptoms and delinquent behaviors of a sample of 167 middle school students. Three aspects of religious connectedness (i.e., youth leader, congregation member, and spiritual connectedness) were found to uniquely contribute to the occurrence of early adolescent outcomes. Specifically, youth leader and spiritual connectedness uniquely contributed to early adolescent engagement in more serious delinquent behaviors. Congregation member and spiritual connectedness contributed to the occurrence of early adolescent depressive symptoms. Additionally, all three types of religious connectedness buffered the relationship between family connectedness and more serious delinquent behaviors. That is, high levels of religious connectedness protected early adolescents from engaging in the problem behaviors. Unexpectedly, an exacerbating relationship was demonstrated between school connectedness and youth leader connectedness as well as spiritual connectedness on early adolescent less serious delinquent behaviors. Findings are discussed from the perspectives of Social Control Theory and Attachment Theory.