Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Are different temperament traits involved in adapting to routine and novel situations?(2021) Shoplik, Helena; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Individual differences in adaptability, defined as ease of responding to changes, was initially suggested as a temperamental disposition, observable during the first years of life (Thomas & Chess, 1977), but turned out to be a more complex phenomenon with contributions from multiple temperamental traits (Teglasi, 1998). Temperament traits contribute differently depending on the functional requirements of routine and familiar contexts for reactive and self-regulatory processes. The current study utilizes parent-reported temperament traits measured by the Structured Temperament Interview (STI) and by a well-respected temperament measure (the Child Behavior Questionnaire; CBQ), as well as correlates of adaptive responsiveness (e.g. social competence and emotion understanding) to highlight the role that emotions play in adjustment to familiar and novel contexts. Part of an archival data set, pre-schoolers’ parents completed the CBQ (Rothbart, et al., 2001) and the STI (Teglasi, unpublished) and reported how well their child adapted in novel and routine contexts. Children completed the Emotion Comprehension Test (ECT; Teglasi, unpublished) and teachers filled out the Social Competence Behavior Evaluation (SCBE; Freniere & Dumas, 1995). Results provided support for conceptualising temperament traits as working together like a team—the addition of one temperament trait can change the expression of another. Additionally, different traits emerged as unique predictors in novel and routine situations, even when controlling for the overlap between those situations and other traits. Finally, this study continued to expand on a new construct, Resistance to Emotional Attention, which captures the function of attention as it relates to emotional stimuli.Item School readiness of maltreated preschoolers and later school achievement: The role of emotion regulation, language, and context(2015) Panlilio, Carlomagno del Carmen; Jones Harden, Brenda; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Academic achievement is an important indicator for the well-being of children with a history of maltreatment. Unfortunately, many of these children fall behind their non-maltreated peers in measures of academic performance, and the achievement gap between these groups is increasing. Attempts to close this gap at later ages can prove to be challenging. The focus on early childhood as a developmental period to direct research and intervention efforts holds promise. Early childhood is a critical time for the ongoing development of emotion regulation, which is an important domain of school readiness. For young maltreated children, however, specific individual-level and context-level factors need to be considered in understanding how emotion regulation development proceeds. That is, the placement experiences for these young children vary greatly in the cognitive stimulation, emotional support, and stability they provide. Qualitative differences in these context-level factors can place children in different trajectories of development. These varying trajectories, in turn, may place young maltreated children in different pathways that lead to different academic outcomes in later grades. The goals of this study then were to: 1) examine the growth curves and determine the functional form of emotion regulation across time, beginning with early childhood when first contact with Child Protective Services (CPS) occurred; 2) identify latent classes based on developmental patterns of emotion regulation for maltreated preschool-aged children; 3) examine developmental differences based on individual-level and context-level factors specific to the experiences of young maltreated children; and 4) elucidate the different pathways to later academic achievement. This study utilized data from the National Survey of Child and Adolescent Well-Being (NSCAW I) study, which was a nationally-representative study that employed a complex probability sampling framework that provided estimation of national-level parameters. Data analyses used latent growth curve models, latent class analyses, and latent transition analyses to answer the goals stated above. Results indicated stability and change in emotionally regulated vs. emotionally dysregulated latent classes across 4, 5, and 6 ½ years of age. Moreover, children classified as emotionally dysregulated at age 6 ½ scored significantly lower than children who were classified as emotionally regulated on measures of reading and math achievement by age 10. Policy implications for child welfare and early childhood education are presented.Item INFLUENCES OF CUSTOMER MISTREATMENT ON EMPLOYEES' EMOTIONAL WELL-BEING: THE MODERATING ROLES OF ON-LINE AND OFF-LINE EMOTION REGULATION STRATEGIES(2011) Zhan, Yujie; Wang, Mo; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Customer mistreatment is a growing issue for service organizations. The present study specified two forms of customer mistreatment behaviors: aggressive and demanding mistreatment and tested their proximal and lagged effects in predicting within-person fluctuation of service employees' emotional well-being. An archival data set was used to test the hypotheses. One thousand one hundred and eighty-five daily surveys were collected from 149 customer service representatives from a call center for 8 weekdays. Multilevel analyses were conducted to test the hypotheses. First, drawing on the cognitive appraisal model of emotion, theory for mood development, and resource perspective, the present study examined both proximal and lagged effects of customer mistreatment on employees' emotional well-being (i.e., daily emotional exhaustion and negative mood in the next morning) and the role of daily emotional exhaustion in mediating the lagged association between daily customer mistreatment and employees' negative mood in the next morning. The mediation model was largely supported by the current sample. Second, positive treatment by customer was demonstrated to be a significant moderator in buffering the detrimental effect of demanding but not aggressive customer mistreatment in predicting daily emotional exhaustion. Third, employees' on-line emotion regulation strategies (i.e., surface acting, deep acting, and natural expression) and off-line emotion regulation strategies (i.e., rumination and social sharing) were tested as moderators on the negative relationship between customer mistreatment and employees' lagged negative mood. The current findings supported some of these moderation effects but were not consistent across aggressive mistreatment and demanding mistreatment. Theoretical and practical implications were discussed.