UMD Theses and Dissertations
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Item Latino fathers' motivations, parental play, parent and friend relationship support, and children's socioemotional development from early childhood to adolescence in racially-ethnically diverse families(2024) Ghosh, Rachel Alina; Cabrera, Natasha; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Parenting practices and parent-child relationship quality, shaped in part by parenting cognitions and beliefs, have a strong proximal contribution to the course and outcome of children’s development from early in the lifespan. However, much existent empirical knowledge about parenting comes from studies of White middle-class mothers and children, and there is far less evidence from racially, ethnically, and economically diverse families – especially from fathers. Through a collection of three interrelated studies, the present dissertation contributes to this literature with an examination of fathers’ parenting motivations, and mothers’ and fathers’ independent and interactive influences on child and adolescent socioemotional outcomes among diverse families. Empirical Paper 1 qualitatively explored what motivated first-time Latino fathers in the U.S. to be good parents for their infants, and examined differences in their motivations by nativity status. Fathers described five primary themes, with variation by nativity,in their parenting motivations: 1) personal rearing history, 2) desire to rear a well-adjusted child, 3) relationship with their child, 4) intrinsic motivations, and 5) sense of duty and responsibility. Empirical Paper 2 examined associations between mothers’ and fathers’ quality of play (i.e., challenging parenting behaviors, playfulness) at 18 months and toddlers’ social competence at 24 months, and tested whether child negative emotional temperament moderated these associations. Contrary to hypotheses, there were no significant associations between mothers’ or fathers’ two types of play and children’s social competence, and no significant moderation effects by negative emotionality. Empirical Paper 3 examined the interactive effects of adolescents’ level of support in their relationships with mothers, fathers, and best friends in the 8th grade and associations with depressive symptoms, anxiety symptoms, and externalizing problems in the 9th grade, as well as differences by adolescent sex. There were several interactive effects of the relationships on later depressive symptoms, though not on anxiety symptoms or externalizing problems, and few differences by adolescent sex. More support from one parent was related to fewer depressive symptoms when youth experienced an unsupportive relationship with the other parent or with a best friend. Taken together, the findings of these studies advance developmental theory and provide nuance to our understanding of mothering, fathering, and children’s and adolescents’ socioemotional developmental processes. These studies have implications for research and programs aimed at promoting the normative, healthy development of diverse youth through recognizing and capitalizing on the contributions of different members within the family system.Item Addressing Follower Motivation Within the Kelley Typology of Followership Using Significance Quest Theory(2022) Forgo, Emily Elizabeth; Hanges, Paul J; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis sought to build upon the Kelley typology of followership by examining the motivational factors that affect follower behavior in follower-leader interactions that the original theory did not explore. The motivational mechanism I argued accounted for differences in follower behavior was Significance Quest theory. This thesis examined whether the interaction between the activation of an individual’s significance quest and the closeness to a network perceived as valuable to them would influence follower behavior. Additional factors, such as narratives valued by the network and regulatory focus orientation, are also explored. Partial support was found for two hypotheses. Implications and future directions of these findings are discussed.Item The Way to Go: Considering Goals and Planned Behavior(2022) Factor, Adam; Kruglanski, Arie; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The Theory of Planned Behavior offers a parsimonious and useful basis by which attitudes, subjective norms, and perceived behavioral control predict behavioral intentions and behavior. Often employed in fields across the social sciences, this model is highly influential for its relatively strong predictions and simple parsimony. On the other hand, there remain many limitations to the theory and directions for future improvement. Based on emerging theoretical work arguing for a new integrative TPB framework, three studies tested the impact of goal context on the TPB’s predictions. The first study examined two hypothetical scenarios in which goals relevant to a particular behavior were manipulated, finding that goals did impact the relationship between attitudes and behavioral intentions in one vignette but not the other. A second study found evidence that goal activation (in the form of an upcoming deadline) affected some of the TPB’s predictions, and that accounting for goal activation improved the overall utility of the model. Finally, a third study assessed the TPB variables for participant-generated behaviors. There was some evidence that commitment to goals and conflict between them helps predict behavior over time and may affect the relationship between intentions and behavior.Item "I Want You to Want Me": Implications of the Desire to Be Sexually Valued for Psychological Functioning and Romantic Relationships(2021) Teneva, Nadya; Lemay, Edward; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)People often want to be seen as sexually appealing and desirable sexual partners. I refer to this tendency as the desire to be sexually valued, and I propose that it can differ between people and have effects on functioning within romantic relationships. I expected this desire to be psychologically important for cognition, well-being and behavior within relationships. I hypothesized that this desire would be associated with psychological well- being through biasing perceptions that one is sexually desired by their partner and exacerbating reactivity to sexual rejection. Furthermore, I proposed that this desire can refer to evaluations by others in general, or it may be targeted toward a specific person such as one’s romantic partner. I expected the desire to be sexually valued to be associated with behavioral tendencies within romantic relationships, including initiation of sexual activity and a number of other behaviors targeted at increasing sexual value. Moreover, I hypothesized that people who desire to be sexually valued might adopt a communal sexual motivation towards their partners, a motivation to meet their partner’s sexual needs, which can, in turn, be associated with their own and their partner’s higher sexual and relationship satisfaction. Three studies were utilized to test these hypotheses. Study 1 and Study 3 were dyadic studies, and Study 1 included a daily diary component. Study 2 was a self-report study including only people involved in romantic relationships. Results suggested that the desire to be sexually valued exacerbated the effects of daily, but not chronic, sexual rejection on some relationship outcomes. Further, this desire was associated with wishful thinking within romantic relationships, but the strength and nature of these effects depended on participants’ attachment anxiety in Study 1. The desire to be sexually valued by one’s partner predicted increased sexual communal strength toward that partner as well as engagement in a number of behaviors aimed at increasing one’s sexual value. Finally, this desire was indirectly associated with relationship quality through perceptions of being valued by partners, suggesting that wishful thinking may explain some of its relationship benefits. Implications are discussed.Item Uncovering the Relations Among College Students’ Expectancies, Task Values, Engagement, and STEM Course Outcomes(2020) Gladstone, Jessica R.; Wigfield, Allan; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the last thirty years, student engagement has received much attention as an important contributor to students’ school success. One major limitation of the research on student engagement is that there is not a widely accepted theory regarding what constitutes it and how it relates to motivation. In the present study I examined relations of college students’ motivational beliefs and task values (as defined in Eccles and colleagues’ expectancy-value theory, EVT) to proposed dimensions of their engagement: behavioral, cognitive, social, agentic, and behavioral and emotional disaffection. In particular, I examined: (1) empirical overlap among certain dimensions of engagement and task value constructs; (2) which EVT constructs are associated with which dimensions of engagement; (3) how motivational beliefs, values, and engagement dimensions relate over time; and (4) whether engagement dimensions mediate the relationship between motivational beliefs, values, and math and science grades. Students (Ntime1 = 486, Ntime2 = 516) were recruited from a large public university and then completed surveys about their motivation and engagement in their introductory math or science course twice, at the beginning of the semester and again after mid-terms examinations. Findings indicated that although there were strong associations among certain engagement dimensions and task value constructs, structural equation model fit indices indicated that these should be treated as separate constructs. Regression analyses showed that in general, students’ competence beliefs and values were associated with behavioral, cognitive, and emotional engagement and behavioral and emotional disaffection dimensions. However, the relations between the motivational variables and social and agentic engagement were weak or non-significant. Cross-lagged panel analyses indicated that some relations among task values and engagement dimensions were reciprocal over time, but more often motivation predicted engagement rather than the reverse. Students’ behavioral and cognitive engagement were strong mediators of the relations between their task values and domain-specific grades in math and science. I conclude from these results that (at least for college-aged students) certain engagement constructs should be integrated more fully into the well-established expectancy-value model; however, future research is needed to ensure that these relations hold across different domains.Item The Development and Validation of a Hierarchical Multiple-Goal Pursuit Model(2019) Samuelson, Hannah Leigh; Grand, James A; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Individuals are faced with multiple goals in life, at work, and across these realms every day. Organizational psychologists have begun to address how individuals prioritize goals over time using computational modeling and simulation (e.g., Vancouver et al., 2010). However, they have focused on situations in which an individual must neglect one goal to prioritize another with certainty about the consequences of their actions. Further, the impact of higher-level motivations (e.g., values, identities), on more proximal goal choices remains to be incorporated into dynamic theories of goal pursuit. The current project advances this work by developing a hierarchical multiple-goal pursuit model (HMGPM), which proposes a hierarchical goal system based on Kruglanski and colleagues’ (2002) goal systems theory. The HMGPM specifies qualitatively different levels in this system – means, tasks, and distal goals – and describes the mechanism by which they influence one another via instrumentality. A computational model is specified and subsequently simulated in a virtual experiment. Specifically, contexts are examined in which two tasks can be simultaneously pursued or prioritized one over one another under varying goal network structures and means instrumentality certainties. Specific conditions are then replicated in an empirical repeated-measures experiment in which participants act as university advisors and make schedules for hypothetical students. Simulation and lab study results revealed 1) when individuals have multiple tasks, they prefer a multifinal means that simultaneously accomplishes both, 2) when individuals have a single task, a multifinal means may be less appealing despite its instrumentality, and 3) uncertainty may further drive individuals to maximize their overall likelihood of progress using a multifinal means. Comparisons of the simulation and lab study results revealed 1) the process by which individuals choose means may not simply be driven by a utility-maximization rule at each decision point, and 2) individuals may discount a multifinal means’ instrumentality via a different mechanism than previously theorized (e.g., Zhang et al., 2007). In sum, the current project advances our understanding of how individuals make choices between their many possible actions depending those actions’ consequences, and their ability to predict those consequences, for their multiple goals.Item INTERACTIONS BETWEEN APPETITIVE AND AVERSIVE PROCESSING DURING PERCEPTION AND ATTENTION(2017) Padmala, Srikanth; Pessoa, Luiz; Neuroscience and Cognitive Science; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Although understanding brain mechanisms of appetitive-aversive interactions is relevant to our daily lives and has potential clinical relevance, our knowledge about these brain mechanisms is rudimentary. To address this gap in the literature, we conducted two functional MRI studies that investigated appetitive-aversive interactions during perception and attention in healthy adult human brain. In the first study, we probed how potential reward signaled by advance cues altered aversive distractor processing during a subsequent visual task. Behaviorally, the deleterious influence of aversive stimuli on task performance was reduced during the reward compared to no-reward condition. In the brain, at the task phase, paralleling the observed behavioral pattern, significant interactions were observed in the anterior insula and dorsal anterior cingulate cortex, such that responses during the negative (vs. neutral) condition were reduced during the reward compared to no-reward condition. Notably, negative distractor processing in the amygdala appeared to be independent of the reward manipulation. During the initial cue phase, we observed increased reward-related responses in the ventral striatum, which were correlated with behavioral interference scores at the subsequent task phase, revealing that participants with increased reward-related responses exhibited a greater behavioral benefit of reward in reducing the adverse effect of negative images. Furthermore, the ventral striatum exhibited stronger functional connectivity with fronto-parietal regions important for attentional control. These findings contribute to the understanding of how potential reward influences attentional control and reduces negative distractor processing in the human brain. In the second study, we investigated brain mechanisms underlying the joint processing of positive and negative emotional information during a passive viewing task. Specifically we focused on probing the pattern of appetitive-aversive interactions in brain regions sensitive to the valence and salience of emotional stimuli. In a subset of regions that were sensitive to stimulus valence, competitive interaction patterns were observed. Notably, in other valence-coding regions such as the ventro-medial prefrontal cortex no evidence for competitive interactions was detected. Conversely, in regions sensitive to salience, cooperative interaction patterns were observed. The findings of competitive and cooperative type interactions supported contextual modulation of emotional processing in the human brain.Item Derivation of Gain in a Hierarchical Multiple-Goal Pursuit Model(2017) Samuelson, Hannah; Grand, James A; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The motivational sciences in organizational psychology have recently focused on goal pursuit as a dynamic process, using computational modeling as a methodological tool. This has resulted in a detailed specification of certain components of the goal-pursuit process, leaving others vague. The current research sheds light on one of these underspecified pieces, gain, through the development of the hierarchical multiple-goal pursuit model (HMGPM). The HMGPM proposes that gain, or a goal’s subjectively evaluated importance, is a function of the importance of higher-order goals to which it is connected in an individual’s goal network, and the strength of those connections. Through computational modeling and simulation, the HMGPM is shown to produce theoretically-plausible patterns of goal choice, replicate previous empirical findings, and advance new topics of future research. The usefulness of the HMGPM as a theory-building tool that integrates organizational and social psychological perspectives of motivation is discussed.Item More useful, or not so bad? Evaluating the effects of interventions to reduce perceived cost and increase utility value with college physics students(2017) Rosenzweig, Emily Quinn; Wigfield, Allan; Ramani, Geetha; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the present study I developed and evaluated the effects of two interventions designed to target students’ motivation to learn in an introductory college physics course. One intervention was designed to improve students’ perceptions of utility value and the other was designed to reduce students’ perceptions of cost. Utility value and cost both are central constructs from Eccles and colleagues’ expectancy-value theory of motivation (Eccles-Parsons et al., 1983). Students (N = 148) were randomly assigned to receive the cost intervention, the utility value intervention, or one of two control conditions. Compared to a survey control condition, neither intervention impacted overall students’ motivation, measured at 3 time points over the semester, or their course outcomes. In moderation analyses, neither intervention impacted any students’ perceptions of utility value. However, both interventions impacted some students’ perceptions of cost, competence-related beliefs, and course outcomes positively while impacting these variables for other students negatively. The cost intervention benefitted consistently and in different ways students who had low baseline competence-related beliefs, low prior achievement, strong malleable beliefs about intelligence, or who were female. However, the intervention showed consistent undermining effects on motivation and/or achievement for students with strong fixed beliefs about intelligence. The utility value intervention benefitted consistently the course outcomes of students who had low baseline competence-related beliefs, low prior achievement, or who were female. The intervention showed less consistent undermining effects on motivation for students with strong fixed beliefs about intelligence, high baseline competence-related beliefs, or high prior achievement. Prior researchers have shown that utility value interventions improve course outcomes for some students who are at risk for underachievement. The present study extends prior work by showing that utility value interventions benefit similar students in college physics courses. It also demonstrates that a cost intervention is a viable way to impact at-risk students’ physics course outcomes. Future researchers should consider carefully moderating variables and how to mitigate potential undermining effects for some students when implementing future expectancy-value-theory-based interventions in college physics courses.Item A Replication and Extension of Psychometric Research on the Grit Scale(2014) Weston, Lynsey Carlene; O'Neal, Colleen R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Grit, a "perseverance and passion for long-term goals" (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087), is important for academic success, but the field has not fully explored how grit functions as a distinct construct within the motivational literature or across ethnically and socioeconomically diverse samples. This pilot study replicated and extended Duckworth's seminal grit studies (e.g., Duckworth et al., 2007; Duckworth & Quinn, 2009) by examining grit's psychometric properties, its relation to other predictors of achievement, and its predictive validity, above related constructs and demographics, for literacy achievement among 33 low-income, ethnic minority high school students. Participants completed online questionnaires assessing their grit, engagement, stress, conscientiousness, and self-control, and took a brief reading assessment. Results suggest that grit may function differently in low-income minority students facing barriers to long-term academic achievement, and that grit's relation to student achievement may not be as clear-cut as what has previously been claimed.