abstract: Smoking prevalence has been a significant issue in China. This present study investigates family influences on the smoking behaviors of highly-educated Chinese youths (HECY) and explores whether family factors work as distal factors in the revised framework of the theory of planned behavior. Convenience sampling and snow-ball sampling have been utilized to select participants from highly-educated Chinese youth population who are students studying in colleges or universities and people who recently graduated from Chinese colleges or universities with Bachelor's and/or Master' degrees. This study relies on quantitative methodologies to analyze the data from the participants' responses to online cross sectional surveys with SPSS. This present study has determined that family influences do contribute to the smoking behaviors of highly-educated Chinese youths. In addition to examining the proximal factors (highly-educated Chinese youths' attitudes toward smoking, self-efficacy and social norms of smoking) in the model of the theory of planned behavior, this current study has examined the following distal factors: (1) parental communication about smoking, (2) communication about smoking among siblings, (3) parents, siblings and/or cousins' attitudes toward smoking, and (4) smoking behaviors of parents, siblings and/or cousins. / Dissertation/Thesis / Masters Thesis Communication Studies 2014

This study focused on the experiences of transracial adoptees in the United States, in an effort to examine the roles of cultural socialization and family influences on adoptees’ ethnic identity development. This study explored these issues through in-depth interviews with 11 adult transracial adoptees. Qualitative data analysis indicated various factors influencing participants’ ethnic identity development. Analysis compared levels of parental connection to adoptees’ birth culture, according to participants’ responses to interview questions. Analysis also compared socialization activities perceived by participants as meaningful to those that participants described as superficial or lacking in meaning. Themes included freedom of choice, opportunities for exposure to birth culture, and family support. Through quantitative analysis, a significant connection was found between parents’ level of connection with adoptees’ birth culture and the number of cultural socialization strategies they engaged in with their children. There was also a significant link between socialization activities participants viewed as meaningful and the strength of their ethnic identity development.

Though many studies have been conducted on bullying and ways to prevent it, there is still little evidence that bullying has been reduced (Bauman, 2008). Since bullying behaviors have become prevalent, incidences of negative outcomes for students who are bullies and victims have increased, hence more discussion of the topic is taking place at school, home, and in the media (Bauman, 2008; Kaiser & Raminsky, 2001; Salmon, James, & Smith, 1998). This study proposes to learn how students make sense of these multiple messages. Through an Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), 8-10 year old students were interviewed through semi-structured interviews, in addition to student drawings and elaborations from the draw-and write-technique (Williams, Wetton, & Moon, 1989). These methods were used to explore student bullying experiences and the process in which they make sense of the education provided to them. The study is framed through Bronfenbrenner’s (1979, 1994) ecological systems theory considering the multiple influences that individuals face through systems and their interactions. Data from the semi-structured interviews and the draw-and-write technique were analyzed through coding according to IPA guidelines, compared, and converged. Results showed that students confuse conflict with bullying, and receive conflicting messages about how bullying should be handled. Students are confused by what is the best reaction to a bullying situation due to conflicting messages from school and home, and the possibility of disappointment or trouble if they do not follow suggestions from one or the other. The media had minimal influence on children of this age in regards to bullying.

The submitted thesis is focused on the research of multi-factor conditioned fenomenon of school success and the influences which can affect it and are arising from the family surrounding. The knowledges about the school success and also the academic self-efficacy of a pupil are worked out in the theoretical part of the thesis. The next part belongs to the separated areas of the family effects that influence the school success of the pupil - for example : the parents education level, leisure activities of parents and children, helping with the homeworks and the ways of education within the family. The empiric part is represented by the quantitative research, where the relationship among the chosen factors of family effects and the individual elements of school success are verified throughout the research set of pupils attending the primary school (lower secondary education). The relationship between the academic self-efficacy and the school results of the pupil are being identified in here as well. Keywords: the school success, academic self-efficacy, family influences, way of family education

The overall aim of this thesis was to examine the development and prediction of disturbed eating attitudes in girls aged 7–20 years. The four studies are part of a seven-year longitudinal project including 1279 girls in several age groups (7, 9, 11, 13, 15 years at inclusion) and their parents. Study I showed that among girls aged 11 and 13 years, in addition to a positive relation between disturbed eating attitudes and age, eating attitudes, higher BMI than peers, a less healthy relation to family, and fathers’ eating attitudes, predicted disturbed eating attitudes two years later. Study II demonstrated that girls aged 9–15 years, who wished to be thinner dieted more often, thought that they would be more popular if they were thinner, were skipping meals more often and had a higher BMI, over five years, compared with the girls without such a wish. Study III demonstrated an increasing trend in the wish to be thinner and dieting attempts between the ages of 9 and 18 years. Motives for wishing to be thinner were, e.g., “to feel better about yourself” and “to correspond to the societal ideal”. A majority of the girls adopted healthy weight control practices, but unhealthy and extreme methods were also used. In Study IV, among girls aged 9 and 13 years, a wish to be thinner, fathers’ eating attitudes and mothers’ perfectionism contributed most to the prediction of disturbed eating attitudes seven years later. Protective factors were low BMI and more healthy eating attitudes moderated by high self-esteem, and low-to-medium degree of perfectionism. In conclusion a wish to be thinner, higher BMI than peers, girls’ and fathers’ disturbed eating attitudes, mothers’ perfectionism and a less healthy relation to family predict the development of disturbed eating attitudes in girls. Low BMI and more healthy eating attitudes especially influenced by high self-esteem, and a low-to-medium degree of perfectionism protect against it. The “thin-ideal” is internalized early in girls and it is important to take a critical stand against the thinness ideal in our society, especially in families, and schools. / The IDA-Project