archives@tulane.edu / Research has shown that self-regulation, including emotion regulation and cognitive regulation, is important for a wide range of outcomes across the lifespan. Healthy self-regulation may be particularly important during early childhood, as children transition from co-regulation with their caregiver to learning how to self-regulate, and as they transition to formal schooling and the expectations associated with it. Research has also shown a consistent link between parents’ self-regulatory abilities and that of their children, suggesting that self-regulation may be intergenerationally transmitted. This report explores whether parenting processes that promote children’s emotional and cognitive development are specific to the relations between emotion regulation and cognitive regulation in mother and child. The current study tested these relations in a low-income, community sample of 160 dyads of mothers (age range = 20-46-years-old) and their preschoolers (age range = 3-6-years-old). Results indicated that more emotional dysregulation in mothers predicted more emotional dysregulation in children, however, unsupportive parenting responses did not mediate this relation. Mothers’ cognitive working memory did not predict children’s cognitive regulation and was not related to mothers’ cognitively stimulating parenting. Additionally, neither mothers’ emotion regulation nor cognitive regulation related to children’s performance on behavioral self-regulation tasks. Results further support the wider body of literature that demonstrate strong relations between parental and child emotion regulation and emotion-focused parenting processes, however, this study failed to demonstrate links between parent and child cognitive regulation and parenting processes that stimulate cognitive development. Possible explanations and recommendations for future research are offered. / 1 / Justin Carreras

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 193 p.; also includes graphics (some col.). Includes bibliographical references (p. 178-193). Available online via OhioLINK's ETD Center

Intergenerational (IG) research has been a growing area of study, however, further study is recommended. The intergenerational physical activity leadership (IPAL+) program examined the feasibility of bringing together elementary school students (ESSs), high school students (HSSs), and older adults (OAs) on the playground to teach playground games to ESSs during lunch recess. A mixed methodology was used with concurrent triangulation collecting data through both means of qualitative (n = 26) and quantitative (n = 118) methods. Qualitative data gathering methods included one-on-one interviews, focus groups, and written responses interpreted through NVivo 11, hand-coding, and Colaizzi’s seven-step thematic analysis identified four emerging themes: Structure, IG Opportunities, Leadership Opportunities, and Enjoyment. Pre- and post-surveys were completed for quantitative data and analyzed through the statistical program IBM SPSS 24; a comparison of mean scores were examined to measure changes in leadership confidence, intergenerational attitudes, and social connectedness. Significance was set at p < .05 and discovered that ESSs experienced significant changes in levels of IG attitudes and social connectedness. / Graduate

The first two pieces of work in this thesis look into the strategic decision of intergenerational educational investment and its implication to income inequality, skill distribution and income mobility. The contribution of my work is to incorporate matching frictions into the marriage market and analyze returns from strategic educational investments. The mechanism in the marriage market adopted follows the spirit of the competitive search model which interprets the ‘mismatch’ phenomenon as the result of coordination frictions in the matching process. The competitiveness and frictions in the family formation process create decreasing returns to high educational investment. The more parental households who choose high educational investment, the less is the return to high educational investment compared to the lower alternative. The fact that rich parental households suffer less from costly high educational investment puts the poor households at a disadvantage and the poor are more likely to be crowded out of the group that have incentives to choose high investment. The model predicts that given a certain parameter region, children of poor parents are more likely to become skilled if the fraction of rich parental households is not too large. In a multi-generational dynamic setting, it further implies the existence of a stationary household income distribution and income mobility rates. An increase in returns to education alone generates a larger stationary fraction of rich households and a larger upward income mobility rate. An increase in the cost of the high educational investment alone generates a smaller stationary fraction of rich households and a smaller upward income mobility rate. The third piece of work looks into the strategic interaction between passenger carriers over product quality and the location choice in a duopoly scheduled flight market. The model predicts that the two carriers prefer to be specialized in different flight quality (non-stop vs. one-stop) and adopt the same schedule when a higher quality difference makes the consumers less sensitive to the flight frequency. It contributes to literatures on the application of two-dimensional product differentiation in air-travel market analysis.

No description available.

This thesis is an investigation of the Australian university as place. It is an historical analysis of three generations of Australian undergraduate students and their attachment and sense of belonging to the university (Baby Boomers born 1946-1961, Generation X born 1962-1977 and Generation Y born 1978-1993). This thesis specifically looks at place as being experienced through the university campus (built form) and place as experienced through connections with people (teachers, students, professionals and as alumni). This thesis presents literature reviewed and respective theoretical frameworks regarding the history of universities, place theory and its related constructs and generational social theory. In addition to my own heuristic contribution in which I connect my university experiences to the university as place, the thesis documents the experiences of three living generations of Australian undergraduate students through 36 qualitative in-depth interviews and analyses their perspectives on how they experienced the university as place while they were students. It examines the trajectory of the university experience from 1964 when the Baby Boomers first entered the university system to the current university experience with students from Generation Y. The thesis is also a comprehensive blend of progressive commentary from in-depth expert interviews selected from demography, higher education, youth, campus planning, and society. The thesis demonstrates that the university as place can be manifested in attachment to the built form, significant and meaningful connections with members of the university community. However, how each generation felt connected, why they were attached to certain places, who they formed significant relationships with, when they most felt like they belonged, and what they considered meaningful in their undergraduate years at university differed. The thesis contends that generational perspectives on the university as place are inextricably linked to the attitude and beliefs of the generational cohort to which one belongs.

This thesis describes the prevalence, determinants and dynamics of intergenerational sexual relationships in urban Botswana. The study was conducted in three stages, the survey, in-depth interviews and radio talk-back. The survey was conducted with schoolgirls in all four public senior secondary schools in Gaborone, Botswana. The survey was completed first before proceeding to the other two stages. However, the last two stages were done concurrently. A quantitative survey was conducted with 600 schoolgirls (18-22-year-olds) in order to establish their sexual practices, find out the prevalence of intergenerational sexual relationships among them and find out their perceptions regarding intergenerational sexual relationships. More than three-quarters of the participants had boyfriends in their age group and about one-quarter of those who were approached by older men had older boyfriends. The results revealed the practice of multiple sexual partners both in intragenerational and intergenerational sexual relationships. The issue of multiple sexual partners has been identified to be one of the factors that fuel STI/HIV infections. Girls who were in intergenerational sexual relationships have positive perceptions and attitudes towards them. However, the majority of the girls did not perceive such relationships as good. They associated them with the danger of engaging in unprotected sex and thus a greater risk of contracting STI/HIV.

This thesis is an investigation of the Australian university as place. It is an historical analysis of three generations of Australian undergraduate students and their attachment and sense of belonging to the university (Baby Boomers born 1946-1961, Generation X born 1962-1977 and Generation Y born 1978-1993). This thesis specifically looks at place as being experienced through the university campus (built form) and place as experienced through connections with people (teachers, students, professionals and as alumni). This thesis presents literature reviewed and respective theoretical frameworks regarding the history of universities, place theory and its related constructs and generational social theory. In addition to my own heuristic contribution in which I connect my university experiences to the university as place, the thesis documents the experiences of three living generations of Australian undergraduate students through 36 qualitative in-depth interviews and analyses their perspectives on how they experienced the university as place while they were students. It examines the trajectory of the university experience from 1964 when the Baby Boomers first entered the university system to the current university experience with students from Generation Y. The thesis is also a comprehensive blend of progressive commentary from in-depth expert interviews selected from demography, higher education, youth, campus planning, and society. The thesis demonstrates that the university as place can be manifested in attachment to the built form, significant and meaningful connections with members of the university community. However, how each generation felt connected, why they were attached to certain places, who they formed significant relationships with, when they most felt like they belonged, and what they considered meaningful in their undergraduate years at university differed. The thesis contends that generational perspectives on the university as place are inextricably linked to the attitude and beliefs of the generational cohort to which one belongs.

Thesis (Ph. D.)--University of Virginia, 1997. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Virginia, 1997. / eContent provider-neutral record in process. Description based on print version record.