The present study examined the links between whole family interaction patterns, parent-child attachment, and child emotional adjustment in a sample of 86 community families with children between the ages of 8 and 11. Family interactions were observed and coded with the System for Coding Interactions and Family Functioning (SCIFF; Lindahl, 2001). Target children completed the Children’s Coping Strategies Questionnaire (CCSQ; Yunger, Corby, & Perry, 2005), and the Behavior Assessment System for Children- 2nd Edition, Self Report of Personality (BASC-2 SRP; Reynolds &Kamphaus, 2004). Results of hierarchical regressions indicated that Secure and Avoidant attachment each independently predicted children’s emotional symptoms in some models. Family Cohesion and Positive Affect moderated the relationship between father-child attachment and children’s emotional symptoms. Results of the current study support the utility of considering dyadic attachment and family interaction patterns conjointly when conceptualizing and treating children’s emotional outcomes.

A self-discrepancy is a cognitive incompatibility between a conception of the desired self and the perception of the actual self (Higgins, 1987; Rogers & Dymond, 1954). The purpose of this dissertation is to gain a better understanding of the effects of gender self-discrepancies on the personal and social adjustment of preadolescent children. I propose that gender-related stereotypes and self-appraisals can be examined within a self-discrepancy framework. Preadolescent children (N=195) completed a variety of self- and peer-report questionnaires in the fall and spring of the school year. Children reported gender stereotypes and self-appraisals for four attributes (body image, athletics, dominance, and popularity). Measures of gender identity and of adjustment were also collected. Results suggested that children who possess a gender self discrepancy are at risk for maladjustment, especially internalizing difficulties and victimization by both girls and boys. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The levels of 3 dimensions of sexism and 13 measures of psychosocial adjustment were assessed in 236 children in grades 4 through 8. The adjustment measures were factor analyzed to produce 5 adjustment factors. Analysis revealed that one of the factors, peer-reported prosocial tendencies, was moderately and negatively correlated with two of three measures of sexism. This effect was more pronounced for girls than for boys. Another factor, body self-esteem, was negatively correlated with one of the measures of sexism for girls. The findings are congruent with the view that traditionally sexist ideology may detrimentally impact children's psychosocial adjustment. / by Sarah Bidmead. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

The purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the Self- Expressiveness in Family Questionnaire (Halberstadt et al., 1995). Greater vagal suppression occurred during the sad conditions suggesting that negative emotions require more processing strategies. Greater attentional scores were related to the child's RSA and higher resting RSA was associated with great motor restriction. The mothers had higher SEFQ scores than the fathers. Higher maternal positive expressivity, lower maternal total expressivity, and lower paternal positive expressivity scores were related to the children's displays of empathy. / by Kathryn L. Marsh. / Thesis (M.A.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

by Simmy Lai-sim Chu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 62-71). / Abstract and questionnaire also in Chinese. / Abstract --- p.ii / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vi / List of Appendices --- p.vii / Chapter Chapter I - --- Introduction --- p.1 / Marital conflicts and children's adjustment --- p.1 / Theory linking marital conflicts and children's adjustment --- p.3 / The role of attribution --- p.4 / Factors affecting children's attribution --- p.7 / Moderating effect of parent-child relationship and maternal stress --- p.9 / Purposes of the present study and hypotheses --- p.10 / Chapter Chapter II - --- Method --- p.12 / Participants --- p.12 / Child-completed measures --- p.13 / Mother-completed measures --- p.17 / Procedure --- p.19 / Coding of responses --- p.20 / Chapter Chapter III- --- Results --- p.22 / Exploration of children's and mothers' attribution of marital conflicts --- p.22 / Children's involvement --- p.33 / Factors associated with attribution --- p.34 / Predicting children's adjustment --- p.36 / Relationship between attribution and adjustment --- p.44 / Chapter Chapter IV- --- Discussion --- p.48 / Children's attribution of marital conflicts --- p.48 / Link between marital conflict and children's adjustment --- p.53 / Parent-child relation --- p.56 / Implication in intervention for children exposed to marital conflicts --- p.58 / Limitation and suggestion for further study --- p.59 / References --- p.62 / Appendices --- p.72

No description available.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 105-110).

Thesis (Ph. D.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 197-212). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ67917.

The purpose of this program of research was to study how socialization agents can facilitate children's internalization of important but uninteresting activities. Self-determination theory (SDT; Deci & Ryan, 1980, 1985b, 1991, 2000) posits that autonomy is essential in fostering optimal (i.e. integrated) internalization. It was thus hypothesized that autonomy-support would facilitate internalization while offering rewards for compliance would thwart it. In the present thesis, two experimental studies and one longitudinal study compared the effects of autonomy-support and rewards on children's internalization and general functioning. In Study 1 and 2, we asked children to perform a tedious task in an autonomy-supportive manner or under a reward contingency. Children's affect, perception of the task's value, and free-choice engagement served as dependent measures. ANOVA results revealed positive effects associated with autonomy-support whereas no effect for rewards was found. Moreover, split-group correlational analyses showed that autonomy-support led to integrated self-regulation, whereas rewards were associated with behaviors incongruent from affect and value. / Study 3 examined the over-time impact of maternal autonomy-support on children's adjustment in school. Autonomy-support, rewards, and other parenting dimensions were measured when children were 5 years old. Regression analyses revealed that autonomy-support was positively related to teacher-rated adjustment and reading achievement when children were 8 years old whereas the use of rewards was unrelated to these outcomes. Supplemental analyses also revealed that autonomy-support was associated with children's greater integration across social and academic domains. Together, these results highlight the significance of autonomy-support in early childhood.