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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    The Roles of Anger and Self-Regulation on School Readiness in Kindergarten
    (2020) Callan, Sabrina; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Young children who are anger-prone or have poor self-regulation skills tend to have difficulties in school (Diaz et al., 2017; Liu et al., 2018; Valiente et al., 2012). However, few studies have explored how anger may work together with different self-regulatory tendencies to predict children’s school readiness. This study examined the relations of anger, effortful control, executive functioning, and school readiness among kindergarteners (n = 72). Executive functioning skills were found to be particularly important for academic readiness, whereas anger and effortful control were found to be particularly important and to work together to predict social-emotional readiness. These findings provide evidence for the conceptual distinctions between executive functioning and effortful control as two distinct types of self-regulation, and demonstrate the need for tailored approaches to social-emotional learning (SEL). Future SEL programs would benefit from approaches that take children’s pre-existing tendencies for anger and self-regulation into account in anger management training.
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    SUBJECTIVE STRAIN, ANGER, AND DELINQUENCY: EVIDENCE FROM SOUTH KOREA
    (2010) Lee, Daiwon; Petras, Hanno; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Even though GST presents a comprehensive theoretical framework that includes mediation and moderation effects, most previous GST studies tested only portions of the theory, failing to depict and assess the theoretical mechanism as a whole. Moreover, the majority of previous studies utilized an objective and cumulative measure of strain to examine GST, which may have masked the varying individual strain effects on delinquency. Using the longitudinal data of 3,449 South Korean adolescents from the Korea Youth Panel Survey (KYPS) and structural equation modeling techniques, the current study aims to address these important gaps by examining the dynamic relationships among five individual types of subjective strains, anger, four potential conditioning factors, and delinquency, so as to more clearly articulate pathways from strains to delinquent externalization. A number of interesting findings have emerged from the current study. Firstly, not all five types of strain were influential on the delinquency. Only the parental and material strains were strong predictors of future delinquency for South Korean adolescents. Secondly, findings concerning the mediation hypothesis revealed that anger served as a significant intervening factor in the relations between strain and delinquency across all strain models. Lastly, a series of multi-group analyses - aimed to not only examine the moderating effects of various potential factors on the strain-delinquency link, but also to identify their locations of moderation - revealed no support for the GST conditioning hypothesis. Theoretical implications, future inquiry considerations, and policy suggestions are discussed with respect to the findings of current investigations on major tenets of GST.