As early as school-entry, children with symptoms of attention deficit hyperactivity disorder (ADHD) face academic disadvantage and are at risk for cumulative and long-term academic difficulties. It is important to identify factors that contribute to better school functioning in these at-risk children, particularly during the foundational academic years, in order to inform early prevention and intervention efforts. Theory and research highlight the important role of parents in children’s overall early academic functioning. The current line of research examined parents’ belief in their ability to help their child learn, i.e., self-efficacy, as a relevant and potentially robust and malleable correlate to children’s early academic functioning. Chapter 1 outlines self-efficacy theory and previous research on parental self-efficacy and child outcomes to provide rationale for this proposed relationship. Next, the two studies in this line of research are presented. Study 1 (Chapter 2) examines the relationship of parental self-efficacy, when considered alongside child inattentive and hyperactive/impulsive symptoms, to kindergarten teacher ratings of children’s academic enabler skills. Study 2 (Chapter 3) examines the relationship of parental self-efficacy and child inattentive and hyperactive/impulsive symptoms to parental involvement and the quality of the parent-teacher relationship in kindergarten. Chapter 4 discusses implications of findings in terms of the potential multi-system level benefit of having a parent that believes in their capacity to help their child learn as their child transitions into school. Finding suggest that inattentive and hyperactive/impulsive symptoms are negatively related to parental self-efficacy in this young, non-clinical sample. Findings also suggest that parental self-efficacy, when considered along with child inattentive or hyperactive/impulsive symptoms contributes to variance in some indicators of early school functioning (e.g., academic enablers, home-based parental involvement, perceived quality of the parent-teacher relationship). Limitations and future directions are also discussed.

Background: It has long been suspected that music instruction has benefits for children’s neural and cognitive development, including auditory abilities. Although the effect of music on attention has been investigated it has predominantly focused on visual attention, selected auditory attention, or divided auditory attention. Consequently, the impact of music on sustained auditory attention is not well defined and therefore demands investigation and clarity. In order to contextualise the topic this study provides a comprehensive review of literature regarding auditory development and attention, in addition to the systematic review of ten eligible studies. Objectives: The study aims to critically appraise peer-reviewed articles from the past decade pertaining to the correlation between music instruction and sustained auditory attention in typically developing five- to ten-year-old children. Method: A systematic search of literature was conducted with five electronic databases, using primary and secondary search phrases. The PRISMA-P guidelines were followed to identify ten studies for inclusion in the review. These studies were assessed in terms of quality, using the HTA quality checklists, and in terms of bias, using the Cochrane Collaborations tool for risk of bias for quantitative studies and the CASP checklist for qualitative studies. Results: Music instruction has a predominantly positive correlation with sustained auditory attention in children yet is limited by associated variables, such as complex sound environments and age of commencement of music instruction. Several causes are suggested for SAA enhancements, such as alterations in neural structure and function, transfer of musical skills to other domains, and the use of specific musical characteristics. Although the evidence favours the study’s hypothesis (i.e. music instruction does lead to enhanced sustained auditory attention), limitations are present. Furthermore, the studies included in the systematic review did not always examine sustained auditory attention directly, rather focusing on highly interlinked functions (e.g. attentional control). Conclusion: Recent research evidence suggests that music instruction contributes to enhanced sustained auditory attention in young children yet is limited by a number of variables. Therefore, should educators wish to improve children’s sustained auditory attention in the classroom and during learning, they should be cognisant of these factors and make efforts to enforce them. / Dissertation (MMus)--University of Pretoria, 2019. / Music / MMus / Unrestricted

Dimensions of a polytomous employee attitude survey were examined for the presence of differential item functioning (DIF) and differential test functioning (DTF) utilizing Raju, van der Linden, & Fleer's (1995) differential functioning of items and tests (DFIT) framework. Comparisons were made between managers and non-managers on the 'Management' dimension and between medical staff and nurse staff employees on both the 'Management' and 'Quality of Care and Service' dimensions. 2 out of 21 items from the manager/non-manager comparison were found to have significant DIF, supporting the generalizability of Lynch, Barnes-Farell, and Kulikowich (1998). No items from the medical staff/nurse staff comparisons were found to have DIF. The DTF results indicated that in two out of the three comparisons 1 item could be removed to create dimensions free from DTF. Based on the current findings implications and future research are discussed. / Master of Science

Due to growing human demands for freshwater within the last century, manmade flow alterations are now a common characteristic of rivers worldwide. Alterations to the volume and timing of flows in rivers are known to negatively impact aquatic biodiversity, biological productivity and ecosystem functions such as nutrient cycling. While previous research has focused on the effects of flow reductions and spates, there is a lack of knowledge on how high flows across longer timespans (i.e. ‘enhanced flows’) impact the structure of river communities and the integrity of ecosystem functions. The Utah Reclamation, Mitigation and Conservation Commission has expressed interest in reducing enhanced flows in a central Utah river so as to benefit aquatic habitat and native game fish. With their funding support, I collected aquatic invertebrate and ecosystem function data under natural and enhanced flow conditions throughout Sixth Water Creek and Diamond Fork River. These data were supplemented with historical invertebrate data collected by BIO-West, Incorporated. For each river segment, I tested whether flow volume and variation had relationships with the density and health of streambed invertebrate communities. I also sought to determine how these flow metrics affected leaf litter breakdown, primary production and stream metabolism (i.e. the production and respiration of organic matter). Here, I demonstrate that enhanced flows impact streambed invertebrate communities differently in each river segment, in addition to suppressing stream metabolism system-wide. While streambed communities were mostly unaffected by enhanced flows in Sixth Water Creek, density and community health exhibited negative relationships with flow metrics in Diamond Fork River. In the Lower Diamond Fork mainstem, proportions of pollution-tolerant taxa increased as peak flows increased, while streambed invertebrate density decreased as mean monthly flows increased. Moreover, enhanced flows appeared to severely impact the production of organic matter in Sixth Water Creek and Lower Diamond Fork River. This disproportionate suppression of production over respiration shifted the river towards greater reliance on out-of-stream energy sources. These results demonstrate the importance of considering spatial gradients when investigating community responses to flow alterations, and also reveal how river ecosystems are threatened with losses of in-stream energy supplies under enhanced flows.

This study addressed the issue of the relationship between psychological well-being and immune function in a sample of HIV seropositive homosexual and bisexual males. A control group of HIV seronegative gay males was included. The study assessed the relationship between various psychological independent variables and immune system functioning over a 24-month time period for the seropositive subjects. Data on depression, coping style, psychosocial stress, and psychomatic symptoms were collected at baseline, as well as data on depression at 12 months and CD4 counts at 6-month intervals over a 2-year period. Preliminary analyses comparing HIV seropositive to HIV seronegative subjects showed differences on four of eight coping style scales, as well as on all of the psychogenic attitudes scales reflecting stress levels. There were no effects of eight coping styles on immune system functioning for the seropositives. However, there were significant relationships among four of six psychogenic attitudes scales (chronic tension, premorbid pessimism, future despair, and somatic anxiety) and immune system functioning for the seropositives. There were also significant effects of three scales measuring psychosomatic symptoms (Allergic Inclination, Gastrointestinal Susceptibility, and Cardiovascular Tendency) for the seropositives. However, there was no effect of level of depression on immune system functioning. The final chapter discusses the findings given the existing body of research. The emphasis is on the need to develop interventions targeting stress levels among persons with AIDS, as well as on conducting further research utilizing carefully constructed longitudinal research designs.

abstract: Experiencing poor, unrefreshing sleep is a common occurrence for individuals with chronic pain. Sleep disturbance predicts not only greater pain and disability, but also heightened negative affect and reduced positive affect in individuals with chronic pain. Such fluctuations in affect have been linked with more negative and fewer positive social events. For those with chronic pain, negative social relations can exacerbate pain, whereas positive social interactions can help decrease disability. Thus, exploring the sleep‒social functioning process in chronic pain may be one way to improve daily functioning and quality of life. The current study examined positive and negative affect as two parallel mediators of the within-day relations between sleep quality and positive and negative social events in individuals with chronic pain. For 21 days, electronic daily diary reports were collected from 220 individuals with fibromyalgia, a condition characterized by widespread chronic pain. Within-person relations among reports of last night’s sleep quality, afternoon affects and pain, and evening social events were estimated via multilevel structural equation modeling. Findings showed that positive affect mediated both the sleep quality‒positive social events and sleep quality‒negative social events relations. That is, greater than usual sleep disturbance last night predicted afternoon reports of lower than usual positive affect. Low positive affect, in turn, predicted evening reports of fewer than usual positive social events and more than usual negative social events that day, controlling for the effects of afternoon pain. In addition, negative affect mediated the sleep quality‒negative social events link. That is, greater than usual sleep disturbance last night predicted afternoon reports of higher than usual negative affect, which, in turn, predicted evening reports of more than usual negative social events that day, controlling for the effects of afternoon pain. Of the three significant mediated paths, the sleep quality‒positive affect‒positive social events path was the strongest in magnitude. Thus, a night of poor sleep can have an impact on social events the next day in those with chronic pain by dysregulating affect. Further, findings highlight the key role of positive affect in the sleep‒social functioning process and potential socio-affective benefits of sleep interventions in chronic pain. / Dissertation/Thesis / Doctoral Dissertation Psychology 2019

abstract: Social skill impairments and executive dysfunctions caused by epilepsy adversely affect the social, psychological, and cognitive wellbeing of children and their families. Studies show that children with epilepsy are exposed to social, emotional, academic, personality, and behavioral problems when compared to healthy peers. This study focused on identifying the gaps between social skills and executive functioning among children with PCDH-19. The researcher relied on the responses from the sampled population to create reliable findings, discussions, conclusions, and recommendations for this project. The study used quantitative design and self-report approach whereby the participants completed survey that was comprised of various rating scales. The study sample consisted of 25 participants. Results demonstrated a close correlation between social skills and executive functions among the children with PCDH-19 epilepsy. SSIS assessment indicated that children exhibited problems in social skills, academic competence, and behaviors. BRIEF-2 rating showed planning, attention, problem-solving, cognitive and emotional problems. The findings exhibited that the significant challenges encountered by girls with PCDH-19 include low levels of social competence which affect decision making in friendships, communicating, and interaction. Keywords: social skills, executive functioning, PCDH-19, epilepsy, seizures, social assessment, cognitive measurement / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2019

This research involves an examination of the relationship between education and age on a wide array of neuropsychological test measures among patients diagnosed with Alzheimer's and vascular dementia. The purpose of this study was to investigate the role of education as an attenuating factor to neurocognitive decline in dementia. Although numerous studies have been published regarding the relationship between educational attainment and AD, few have included other subtypes of dementia in their investigation. To further expand the generalizability of previous findings, the sample in this study included both AD and VaD. While previous research has demonstrated a relationship between education and age-related neurocognitive decline in AD, most studies have utilized the MMSE or brief screening instrument to assess cognitive functioning. The present research included VaD and examined a variety of cognitive domains such as measures of global functioning, verbal intelligence, verbal memory, visual memory, attention/concentration, language, visuospatial skills, speed-of-processing, and abstract reasoning/executive functioning. Two standard multiple regression analyses were conducted, the first including age and education as the independent variables to assess the effects on one over and above that of the other. The second analysis included age, education, and their interaction term in order to determine if education attenuates age-related neurocognitive decline in the diagnostic groups. Raw neuropsychological test measure scores were included in all analyses as dependent measures. Results revealed that age minimally predicted performance in both groups, whereas education better predicted neurocognitive test performance in the AD group than in the VaD group. Furthermore, findings suggest that among individuals with AD, the rate of neurocognitive impairment in encoding verbal information and visuoconstructional ability is buffered by higher levels of education attainment. None of the interaction terms were significant for the VaD group. The current findings question the extent and generalizability of the presumed protective effects of higher education on age-related neurocognitive decline.

This study examined the relationship between performance on measures of attention and executive functioning in a clinically referred pediatric sample. The purpose of this research was to determine if performance on tests of attention are significantly related to performance on measures of inhibition and cognitive shifting above and beyond that of age, education, and intelligence. The factor structure of attention and executive functioning was also evaluated. Attention was measured by the CPT-II Errors of Omission and Variability scores. Inhibition was measured by the CPT-II Errors of Commission score, and cognitive shifting was measured by the Wisconsin Card Sorting Test (WCST) Perseverative Errors score. These variables were examined in a factor analysis, and also included the Category Errors score, and WISC-IV Digit Span, and Letter-Number Sequencing subtests. Three hierarchical multiple regressions were conducted, with age, education, and IQ entered in the first block as covariates. Two exploratory factor analyses were performed. Results revealed that performance on measures of attention significantly predicted scores on a measure of inhibition above and beyond age, education, and IQ. Performance on measures of attention did not significantly predict scores on a measure of shifting ability. Results were not significantly different when IQ was not included as a covariate. Factor analysis initially revealed a two factor model, with measures of sustained attention loading on one factor, and measures of executive functioning loading on a separate factor. The three factor model was less precisely defined, and the factors were called sustained attention, working memory, and set shifting.

Indiana University-Purdue University Indianapolis (IUPUI) / Objective: Social functioning encompasses interactions with people across situations of varying complexity. Given the frequency of observed social impairments in individuals with schizophrenia, there is a need to identify mechanisms that influence social functioning impairments. One proposed mechanism is metacognition, a mental process that enables the integration and interpretation of mental states and experiences. Impaired metacognition can inhibit one’s ability to engage and navigate through our social world. In individuals with schizophrenia, both social functioning and metacognitive deficits are profound. This study examined three hypotheses. Following Metacognitive Reflection and Insight Therapy (MERIT), (1) individuals will show improvements in social functioning; (2) individuals will show improvements in metacognitive abilities; and (3) improvements in social functioning will be associated with improved metacognitive abilities. Method: Using secondary data from a MERIT therapy feasibility study, data collected from the active condition groups (e.g., individuals with schizophrenia, n =16) at pre-and post-assessment were analyzed using paired samples t-tests for primary outcomes and hierarchical linear regressions to assess metacognition as an underlying mechanism of change. Results: Paired samples t-tests found no significant improvement in social functioning or metacognition. In contrast to the hypothesis, metacognitive abilities significantly declined. When subscales were examined, two subscales (self-reflectivity and awareness of others) significantly decreased. The post-hoc analysis found significant improvements in overall symptoms and disorganization. Lastly, metacognition did not significantly predict post-intervention social functioning. Conclusions: Measurement modality and the length of intervention may help explain the null findings observed in this study. The improvement in overall and disorganized symptoms could indicate that symptom reductions precede social functioning and metacognition changes. Given that the results from this trial were not aligned with previous studies, further research is needed to determine the effectiveness of MERIT on social functioning and metacognition in schizophrenia.