Master of Science (MS), Bowling Green State University, 1962, Psychology

Committee: Frank Arnold (Advisor) Subjects: Educational Psychology

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

This study examined individual differences in young children's perceptions of teacher caring in kindergarten and the associations between those perceptions and a range of academic and behavioral outcomes in kindergarten. Using data from an ongoing study examining the kindergarten transition, children's individual and family characteristics were used to predict their perceptions of teacher caring in kindergarten. Then, children's perceptions of caring were used to predict tested academic and behavioral outcomes in kindergarten. Results show that child and family characteristics have little impact on children's perceptions of teacher caring in kindergarten, with only special education status significantly associated with those perceptions. Further, children's perceptions of teacher caring were not significantly associated with academic or behavioral outcomes. This research underscores the importance of providing young children with adaptive environments to support the formation of positive school-based relationships.

Committee: Lynley Anderman (Advisor); Eric Anderman (Committee Member); Laura Justice (Committee Member) Subjects: Educational Psychology

Master of Science, The Ohio State University, 2019, Statistics

The adjustment of students to a school environment is fundamentally linked to the friendship networks they form with their peers. Consequently, the complete picture of a student' adjustment can only be obtained by taking into account both their friendship network and their reported perceptions of the school environment. However, there is a lack of flexible statistical models and methods that can jointly analyze a social network with an item-response data matrix. In this paper, we propose an extended latent space model for heterogeneous (multimodal) networks (LSMH) and its extension LSMH-I, which combine the framework of latent space modeling in network analysis with item response theory in psychometrics. Using LSMH, we summarize the information from the social network and the item responses in a person-item joint latent space. We use a Variational Bayesian Expectation-Maximization estimation algorithm to estimate the item and person locations in the joint latent space. This methodology allows effective integration, informative visualization and prediction of social networks and item responses. We apply the proposed methodology to data collected from 16 third-grade classrooms comprised of 451 third-grade students' self-reported friendships and school liking, which were collected as part of the Early Learning Ohio project. Through the person-item joint latent space, we are able identify students with potential adjustment difficulties and found consistent connection between students' friendship networks and their well-being. We believe that using LSMH, researchers will be able to easily identify students in need of intervention and revolutionize the the understanding of social behaviors.

Committee: Subhadeep Paul (Advisor); Paul De Boeck (Committee Member); Jessica Logan (Committee Member); Peter Craigmile (Committee Member) Subjects: Statistics

Master of Arts, The Ohio State University, 2019, Educational Studies

This study examined the independent and joint influence of peer victimization, close teacher-child relationships, and classroom organization on early elementary students' school adjustment. Five hundred and ninety students from 42 classrooms were a part of this study. Data were collected through observations, student interviews, and family and teacher questionnaires. Based on self-perceptions of peer victimization, teacher perceptions of teacher-child relationships, and observer ratings of classroom organization, results of the multilevel models indicate that children who are victimized by their peers have lower school liking, behavioral engagement, and academic achievement. Additionally, results indicated that close teacher-child relationships support school adjustment. However, despite their positive impact, findings indicate that close teacher-child relationships are not able to buffer against the adverse effects of peer victimization. Also, results indicated that classroom organization negatively correlated with behavioral engagement and school liking; however, it was not significant in any of the multilevel models. Findings underscore the importance of creating classroom climates that promote positive peer interactions and reduce victimization.

Committee: Lynley Anderman (Advisor); Laura Justice (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy, Miami University, 2005, Psychology

The purpose of this study was to extend a theoretical model of parent involvement to African American families and examine its influence on African American children's school success and adjustment as measured by standardized performance and teacher ratings in reading and math, and teacher ratings of externalizing and internalizing problem behaviors. The study also examined the longitudinal effects of parent involvement on growth in student school performance and changes in school adjustment. Specifically, kindergarten parent involvement at school and at home was hypothesized to have a moderating effect on school success and adjustment. Data were obtained from the Early Childhood Longitudinal Study for Kindergarteners and included participants in kindergarten, Spring 1st grade, and Spring 3rd grade. The sample consisted of 3,210 African American students in the kindergarten year. Cross-sectional data analyses revealed significant models for parent and school variables predicting kindergarten and third grade externalizing problem behaviors, and first grade internalizing problem behaviors. Contrary to the hypothesis of extending a model of parent involvement, the data analyses did not reveal significant relationships between home and school variables and school success outcomes. Longitudinal analyses also did not indicate a significant moderation effect for kindergarten parent involvement; however, kindergarten parent involvement at school significantly predicted children's growth on standardized performance measures of school success, and changes in teacher ratings of externalizing and internalizing problem behaviors. Overall, the findings suggest positive outcomes of early parent involvement at school in regards to students' standardized performance as well as teacher ratings of school adjustment. Given the findings and lack of support for the theoretical model, measurement issues for assessment of African Americans were discussed along with suggestions for improvem (open full item for complete abstract)

Committee: Yvette Harris (Advisor) Subjects:

Doctor of Philosophy, Case Western Reserve University, 2008, Psychology

The main objective of the study was to determine whether a Cognitive Behavioral Play Intervention would be effective at enhancing hope and increasing adjustment to school in preschool aged children. The Cognitive Behavioral Play Intervention was developed based on Knell's (1993; 1998) Cognitive Behavioral Play Therapy and Snyder, et. al.'s (1997) conceptualization of hope in children. Forty-eight children were randomly assigned to three conditions: a Cognitive Behavioral Play Intervention, a free play control condition or a puzzles/coloring control condition. It was hypothesized that the CBP Intervention group would have significantly higher hope and greater school adjustment than the control groups. A multi-method/multi-informant approach was used to assess children's hope, perceived competence, problem solving ability, school liking, social competence, anxiety-withdrawal, and play processes at baseline and outcome. The major results of the study were that the CBP Intervention group, as compared to the puzzles/coloring control group, had significantly higher hope, higher social competence, and less anxiety-withdrawal symptoms, according to teacher report. There was a trend which indicated that both the CBP Intervention group and the free play control group had more positive feelings about school than the puzzles/coloring control group, according to teacher report. This was the first intervention to increase preschool children's hope and the first study to provide empirical support for cognitive behavioral play strategies.

Committee: Sandra Russ PhD (Advisor); Heath Demaree PhD (Committee Member); Elizabeth Short PhD (Committee Member); Sonia Minnes PhD (Committee Member) Subjects: Psychology

Master of Arts (MA), Bowling Green State University, 2011, Psychology/Clinical

Over the past few decades, relational aggression (RA) has received increased attention in research and the media. Relational aggression is defined as aggressive acts that are aimed at damaging others' relationships. There is evidence that youth with supportive friends may be buffered in some way from the negative impact of being a victim of relational aggression, but there is limited research on how exactly youth's friends help their victimized peers. The purpose of the current study was to examine the association between relational aggression victimization and adjustment (e.g., loneliness, academic adjustment, aggression) and how peer support for coping with victimization may moderate the association. Hierarchical multiple regression analyses supported the hypothesis that peer support for coping would moderate the association between relational aggression victimization and academic adjustment, with an effect being shown for all three types of coping (engagement, disengagement, and externalizing). Specifically, peer support for engagement coping and disengagement coping generally provided a buffer for youth against academic maladjustment; however, the advantage lessened as the level of RA victimization increased. Peer support for externalizing coping acted as a risk factor for academic maladjustment in general, such that youth who received higher peer support for externalizing coping methods showed poorer academic adjustment. Although the study is correlational and thus causality cannot be determined, these findings have implications for theory and practice. Awareness of how victimization by relational aggression impacts youth in the classroom and how peers play a role in how children cope with RA may help teachers, peers, and parents better support victimized youth's academic adjustment.

Committee: Eric F. Dubow PhD (Advisor); Carolyn J. Tompsett PhD (Committee Member); Dara R. Musher-Eizenman PhD (Committee Member) Subjects: Clinical Psychology