Theses and Dissertations from UMD
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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
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Item The Role of Effortful Control in Moderating the Relationship Between Temperamental Shyness, Fearfulness, and Internalizing Behaviors(2023) Zheng, Shanyun G; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Internalizing behaviors, such as anxiety and depression, have frequently been associated with temperament characteristics, specifically Behavioral Inhibition (BI) traits, such as Shyness and Fearfulness. While Effortful Control (EC) has been posited as a potential moderator in the relationship between heightened negative emotionality and Internalizing problems, empirical evidence precisely about BI remains inconclusive. This cross-sectional study investigated the role of Effortful Control and its sub-constructs (Attentional Focusing, Inhibitory Control, Low-intensity Pleasure, and Perceptual Sensitivity) in moderating the relation between Behavioral Inhibition (fear and shyness) and internalizing behaviors in a sample of 130 kindergarteners. The findings indicated that Behavioral Inhibition was significantly correlated with and predicted internalizing behaviors. However, no significant correlations were found between Effortful Control, its sub-constructs, and internalizing behaviors in this sample. Additionally, Effortful Control and its sub-constructs did not moderate the relationship between Behavioral Inhibition and internalizing behaviors.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 THE MEDIATING EFFECTS OF THEORY OF MIND ON RELATIONS BETWEEN TEMPERAMENT AND SOCIAL COMPETENCE(2021) Caputo, Maryke Haasbroek; Teglasi, Hedwig; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)To better understand one mechanism by which social cognition affects social outcomes, the current study proposed that young children’s differences in temperament and Theory of Mind (ToM) contribute to teachers’ perceptions of their social competence (SC). Temperament refers to biologically based differences in behavioral regulation and reactivity, whereas ToM describes the process of inferring others’ mental states and making predictions about related behavior. This study examined the effects of ToM on relations between temperament and SC. Moreover, it expanded ToM measurement beyond traditional methods that explicitly provide the information required to correctly ascertain social cognitions (termed truth-based ToM) by introducing a novel approach to defining and measuring ToM that captures the individualistic process of inferring mental states without direct access to all relevant information (termed interpretation-based ToM). Two mediation models were proposed. The first hypothesized that both types of ToM would mediate relations between temperamental effortful control and SC. Results revealed a significant positive indirect effect for truth-based ToM, suggesting that effortful control positively influences truth-based ToM, which in turn positively influences SC. Results did not yield a significant indirect effect for interpretation-based ToM, suggesting that these may be multiply influenced. This was confirmed by the second model which illustrated connections between temperamental negative reactivity, ToM, and SC. It was hypothesized that interpretation-based ToM would mediate relations between negative affectivity and SC, with a moderating effect by effortful control. Results revealed a significant positive moderated indirect effect, suggesting that negative affectivity positively influences interpretation-based ToM, which in turn positively influences SC, specifically when effortful control is high. This study showcased a novel way to define and measure a subtype of ToM that captures the construct more broadly and may be more relevant when interpreting incomplete information than when all situational cues are explicitly provided. Moreover, results of the moderated mediation model illustrated the positive role of negative affectivity when paired with high effortful control in facilitating this more complex form of interpretation-based ToM and eventual SC. Implications of the findings for literature on ToM, temperament, and SC in young children are discussed.Item Early Adolescent Romantic Experiences: Early Childhood Predictors and Concurrent Associations with Psychopathology(2019) Foster, Chelsey Barrios; Dougherty, Lea R; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research has demonstrated that early adolescent romantic relationships are prevalent, and initiation of romantic relationships at younger ages bears important implications for youths’ future development. Although earlier dating involvement may increase risk for negative outcomes, the majority of research on teen relationships focuses on older adolescents; a paucity of research explores the phenomenology of preteen romantic relationships. Further, a striking gap exists in the study of how early childhood factors may affect early adolescent romantic relationships. In order to address these gaps, the current study aimed to elucidate the phenomenology and concurrent psychosocial correlates of preteen (age 12) romantic relationships and to delineate early childhood variables that predict involvement in and quality of preteen romantic relationships. In a longitudinal sample of 440 youth, we examined concurrent associations between multiple dimensions of age 12 romantic relationships (dating experiences, risky dating, relationship discord, relationship closeness, sexual experience) and friendship competence, and age 12 psychopathology (anxiety, depression, attention-deficit hyperactivity disorder [ADHD], disruptive behavior disorder [DBD] symptoms) and psychosocial functioning. Given prior research indicating that pubertal status and child sex may also play a role in romantic relationship involvement, we examined these two variables as moderators in concurrent analyses. In addition, we examined how two salient dimensions of early childhood (temperament and parenting, assessed at age 3) predicted romantic relationship outcomes at age 12. Results indicated that more frequent romantic experiences at age 12 were associated with increased psychosocial distress and poorer functioning; however, youth with higher quality romantic relationships evidenced lower levels of psychiatric symptoms and better psychosocial functioning. In addition, the associations between early adolescent romantic relationships and adjustment were complex and were moderated by child sex and pubertal status. Further, dimensions of age 3 childhood temperament and parenting differentially predicted dimensions of early adolescent romantic relationships and friendship competence. Importantly, our findings contribute to a growing body of literature on preteen romantic relationships, and are among the first data to examine early childhood predictors of age 12 romantic relationship outcomes. These findings hold important clinical implications for future early adolescent prevention and intervention programs.Item The Contributions of Temperament Traits to Regulatory Flexibility in Preschoolers: The Importance of Context(2019) Shoplik, Helena; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Regulatory flexibility is the ability to meet demands of a situation by modulating behavior, cognitions, or emotions. While flexibility has been studied in early childhood, the role of reactive and regulatory temperamental building blocks of flexibility to meet requirements of different contexts has not been investigated in preschoolers. Routine and novel contexts require very different skills to navigate appropriately. For example, different aspects of inhibition and modulation of behavior may come into play in familiar/routine and novel contexts such those that depart from expectations. The current study utilized a parent-report measure of temperament and of regulatory flexibility to address the unique contributions of selected temperamental attributes—including attention, sensitivity, and activity level—to regulatory flexibility. Because of its multi-faceted nature (Kashdan & Rottenberg, 2010), an in-depth examination of regulatory flexibility could provide a better understanding of how preschoolers meet the challenges that are introduced to them during this developmental period.Item The Distribution of Gender Differences in the Temperament and Social Competence of Preschoolers(2014) Schussler, Laura Elizabeth; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The literature has shown gender differences on many temperament and social competence (SC) measures, though there are gaps in understanding where differences lie and whether it varies by informant. This study investigated how temperament relates to SC and whether gender is a moderator. Rater source and the use of standardized versus raw scores and how they influence gender as a moderator was a main focus. Temperament was measured by the CBQ (Putnam & Rothbart, 2006) and the newly-developed CBQ, Teacher Form (CBQ-T; Teglasi, Schussler, & Gifford, under review). SC was measured by the SCBE (LaFreniere & Dumas, 1992), and all measures were administered to the parents and teachers of preschoolers (N = 113; M age = 57 months). For temperament, findings supported the fact that rater agreement is low and holds true for both genders. On the temperament scales on which parents significantly differed from teachers, parents tended to rate boys more favorably than teachers. The hypothesis that teacher ratings would yield more gender differences than parents was supported. There were also more differences in variability between genders for teacher ratings, revealing that teachers tended to provide more extreme ratings. Scales with distributional differences were ones that have consistently yielded gender differences. For SC, girls had significantly higher means on several scales with raw scores, and raw scores produced more temperament x gender interactions for parent ratings. Activity Level and Anger had opposite effects for gender with higher activity predicting higher SC for girls and lower SC for boys, and higher anger predicting higher SC for boys and lower SC for girls. On Sadness, there were opposite rater effects with Sadness positively associated with SC for parents and negatively associated for teachers. There were fewer gender differences for teachers when considering correlations of temperament and SC. Overall, findings support the importance of obtaining information from parents and teachers about children's temperament and SC. Moreover, these results suggest that raw SC scores are more useful than standard scores for studying relations between SC and temperament, particularly with parent raters. Shortcomings included a limited sample precluding full examination of distributional differences.Item Measurement of self-regulatory constructs across a continuum of performance conditions among kindergarten students(2013) Annotti, Lee Ann; Teglasi, Hedwig; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Measurement issues related to the assessment of Executive Functioning (EF) and social competence were examined with Kindergarten students (N = 62) and their teachers. Measures of constructs, such as EF and social competence, exist along a continuum of performance conditions, ranging from highly maximal, well-defined tasks with clear performance expectations to more typical, ill-defined tasks with ambiguous performance expectations. It is hypothesized that measures with maximal or typical performance conditions cannot be used interchangeably because the results gleaned from the measures generalize to different situations and different behaviors. This study employed observed variable path analyses to examine the model fit between measures of EF and social competence that present performance conditions that range from maximal to typical. The results indicate that performance conditions of measures significantly alter the relations between measures and the results gleaned from the opposing performance conditions predict different behaviors in different contexts. The results also suggest that more maximal measures of EF do not translate to the social world.Item THE DEVELOPMENT OF THE CHILDREN'S BEHAVIOR QUESTIONNAIRE, TEACHER VERSION (CBQ-T)(2012) Schussler, Laura Elizabeth; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Information is provided about the development of a teacher version of the Children's Behavior Questionnaire Short Form (CBQ Short Form; Putnam & Rothbart, 2006). The CBQ Short Form, designed for caregivers, was modified by changing the item wording for the preschool classroom and is termed the CBQ, Teacher Version (CBQ-T). Both measures were administered to the caregivers and teachers of preschoolers ages 3 to 6 years. The CBQ-T was found to be as reliable as the CBQ Short Form with two scales falling short of adequate internal consistency. Few correlations were found between parents and teachers in accord with literature documenting low to moderate agreement between the two raters. Several temperament scales were correlated with age for parents and teachers, none were correlated with gender as rated by parents, and several were correlated with gender as rated by teachers. Further validation of the CBQ-T with varying populations would be beneficial.Item The Relationship Between Temperament and Emotion Understanding in Preschoolers: An Examination of the Influence of Emotionality, Self-Regulation, and Attention(2010) Genova-Latham, Maria de los Angeles; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the links between temperament and emotion understanding in preschoolers. Temperamental facets of emotionality, attention, and self-regulation were utilized. Emotion understanding is the ability to identify feelings based on facial expressions, behaviors, or situations. Historically, temperamental variables and emotion understanding have been poorly defined, impacting the clarity of research findings. The Structured Temperament Interview (STI) measured facets of temperament and the Emotion Comprehension Test examined emotion understanding. Both measures offer clear definitions of their associated constructs. Additionally, principal components analyses were run on STI dimensions. Correlational analyses were run on the STI and Child Behavior Questionnaire (CBQ), an established measure of temperament, to further determine the STI's utility as a measure of temperament. Results, though mixed, suggest that components of Attention and Emotionality from the STI explain a great deal of the variance in ECT scale scores.Item Factors Related to Changes in Infant Attachment Security: A Test of the Differential Susceptibility Hypothesis(2009) Stupica, Brandi Shawn; Cassidy, Jude; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A major tenet of attachment theory is that the stability of the caregiving environment drives the stability of infant attachment security. The research investigating the factors related to the stability and change of infant attachment is limited by its lack attention to infant characteristics related to attachment stability outcomes. The newly developed differential susceptibility hypothesis posits that temperamentally difficult children are more influenced by their caregiving environment. In the present study, I examine infant irritability as a moderator of the link between changes in maternal (a) depressive symptomatology, (b) life satisfaction, and (c) parenting self-efficacy on changes in infant attachment security between 12 and 18 months.