College of Education
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Item The Maternal Role in Promoting Emotional Competence: Predicting Head Start Mothers' Expressiveness, Perceived Role, and Receptivity to Support(2010) Edwards, Nicole Megan; Lieber, Joan A.; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Guided by Bioecological Systems Theory and Schema Theory, I investigated mothers' perceptions regarding the emotional development of their preschool children. Researchers acknowledge mothers' contributing role in influencing children's behavioral displays of emotion, but there is a dearth in the literature on mothers' emotion-related behaviors, beliefs, and needs. In my quantitative study, I collected self-report data from a mid-Atlantic, low-income, urban sample of Head Start mothers (n = 114) and assessed which child, mother, and/or community-based factors may predict the probability of mothers being high in negative expressiveness, low in positive expressiveness, not strongly supportive of the literature in their perceived role in emotional development, and not highly receptive to parent-focused support. I pretested my devised Perceived Role and Receptivity to Support measure and conducted interviewer-administered interviews (using my devised measure, the Parenting Stress Scale, the Early Childhood Behavior Problem Screening Scale, and the Self-Expressiveness in the Family Questionnaire). Results supported only a few instances of group uniformity, with mostly group variability in Head Start mothers' emotion-related behaviors, beliefs and needs. Further, logistic regression analyses suggested: (1) mothers are likely to be high in negative expressiveness when raising a preschooler with a combination of internalizing and externalizing behaviors, high in parenting stress, and obtaining at least an Associate's degree; (2) mothers are predicted to be less positive in expressiveness when raising a preschooler with a delay, not having had any child in the family receive specialized services, raising only one child, dropping out of high school, and not having received advice from Head Start staff; (3) mothers are predicted to be less supportive of the purported role of mothers in the literature when raising only one child and not having received behavior advice from Head Start staff; (4) mothers are predicted to be lower in receptiveness to parent-focused support when raising a preschooler with no perceived behavior concerns, anticipating maladaptive behaviors to improve with age, raising only one child, dropping out of high school, and having had fewer outreach efforts in the past. I discuss implications for research and practice, including how results may inform early screening and parenting intervention initiatives.Item Peer influence contexts of alcohol use among first-year college students: Investigating the roles of race, ethnicity, and gender through multigroup measured variable structural equation modeling(2006-12-18) Snyder, Kathryn Renee Baird; Komives, Susan R.; Hancock, Gregory R.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The study purpose was to examine the contributions of peer context variables to the explanation of alcohol use of first-year college students by racial-ethnic group and by gender. Social norms theory and the theories of planned behavior, social identity/self-categorization, and status/status construction contributed constructs. Construct-related scores from sample survey responses demonstrated strong reliabilities ranging from .70 to .97. The following constructs provided measures for the study: Normative perception, subjective norm, affective attitude, cognitive attitude, social identity/self-categorization, status value, perceived behavioral control, intention and alcohol use. Normative perception and subjective norm were combined to create a single scale with stronger reliability than either had separately. Both cognitive and affective attitude were combined to create a single scale. Normative perception and attitude were measured the summer prior to college and in the fall; alcohol use was measured in the fall and in the spring. All other model variables were measured in the fall. Survey data were collected online in three waves and were from a representative sample (N=837) at a large state research institution with a predominantly White (65%) undergraduate student body. Rates of self-reported past month alcohol use and heavy episodic drinking of participants were comparable to those of similar samples in national and in-state studies. Applying multigroup measured variable structural equation modeling, the model explained between 60% of the variance in spring term alcohol use for Asian Pacific American students and 92% for African American/Black students. Data-model fit was acceptable (NFI, CFI > .95, SRMR < .08) for all groups in both analyses. Direct, indirect, and total effects of model variables were identified for each of five racial-ethnic groups in the study (African American/Black, Asian Pacific American, Latino/Latina American, White American, and Multiracial/Biracial American) and by gender for White men and White women. Tests of invariance demonstrated where specific paths in the model were significantly non-invariant (differed) and for which groups. Findings suggest the importance of pre-college intervention, the risk of increased alcohol misuse for first-year students, and the conditional effects of racial-ethnic group and gender.