Thesis (M.S.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 288-301). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 52 p. Includes abstract. Includes bibliographical references (p. 36-42).

Thesis (Ed. D.)--Liberty University School of Education, 2010. / Includes bibliographical references.

Upon entering a relationship, individuals merge their identities with their partner’s identities to form a relational self. This proposal draws from the self-expansion and identity fusion theories to suggest three ways in which the identity merger process can unfold, with individuals either: losing their personal identities (forfeited-self mode), disproportionately influencing the relational self (imperialistic-self mode), or integrating their identities with their partner’s identities in a balanced manner (fused-self mode). I describe seven studies that aim to 1) validate a measure of these identity merger modes and explore their unique effects on personal and relational outcomes; and 2) investigate the nature of these identity merger modes. Studies 1, 2, and 3 assess discriminant and criterion validity of these identity merger modes. Studies 2 and 3 also test the hypothesis that feelings of personal agency statistically mediate the association of identity merger modes with relationship quality and responses to relationship threats and difficulties. Study 4 measures the longitudinal effects of identity merger modes in a newlywed sample through tracking how identity merger modes are linked to responses to relationship conflicts over the course of two weeks. Study 5 tests the causal effects of the identity merger modes on experimentally manipulated threats to the relationship and the partner. Study 6 explores how people’s construals about their partners and themselves differ among the identity merger modes using a reaction time task. Finally, Study 7 investigates more ecologically valid evidence of direction of influence within identity merger modes through assessing language use and verbal communication patterns between spouses. I predict that only the fused-self mode will be associated with positive relationship quality and resilience to relationship difficulties due to high personal agency within the relationship. Those in the forfeited-self mode would experience low agency within relationships and consequently internalize relationship difficulties. Finally, I predict that those in the imperialistic-self mode would respond maladaptively to relationship difficulties. / text

The present study attempts to further our understanding of peer exclusion in young children’s social interactions by answering the question, “What are the motivating factors behind children’s usage of exclusion.” Exclusion is very common amongst young children (Corsaro, 1985; Fanger, Frankel & Hazen, 2012), but can also cause harm to the victims (Juvonen & Gross, 2005; MacDonald, Kingsbury & Shaw, 2005). This study used modified grounded theory to examine data collected on the exclusionary behavior of 43 children (mean age 61 months). Extensive data on all incidents of peer exclusion occurring amongst the children, including audio recordings, as well as interviews on children’s relationships and social status were used. Results indicated that some exclusion is perpetrated by a particular child if they want be in control of a social situation or to help them be powerful or high status. An entirely different type of exclusion is the exclusionary behavior that occurs for social reasons; either to help a friendship or to support a group identity. Exclusion is sometimes simply the result of the particular context surrounding the interaction: either some aspect of the children’s school environment leads to exclusion, the exclusion has become an ongoing pattern for the children or the exclusion is perpetrated to protect the children’s play. Exclusion is also sometimes the result of the excludee’s behavior—either something they did immediately prior to the incident caused them to be excluded or the way they behave, in general, contributes to them being a target of exclusion. Finally, it appears that the overall social culture of a particular classroom or specific peer group can, itself, contribute to the frequency with which children use exclusion. Typically, exclusion occurs for a combination of these reasons and only rarely does an incident of exclusion have only one cause. Implications of these findings for future research as well as practical applications and interventions are discussed. / text

It is well established that patterns of relationship formation in young adulthood are becoming increasingly complex. There is a growing heterogeneity in the types of relationships young adults can form, and there is evidence that the processes of relationship formation are marked by substantial ambiguity. This lack of structure in the young adult dating scene may be accompanied by more flexible gender roles in dating behaviors. Historically men’s roles centered on proactive initiation and women’s roles were characterized by reactive passivity; these gender roles structured the commencement and the progression of early relational ties into formalized unions. However, the deinstitutionalization of dating may have allowed women and men to enact new roles in the pre-relationship phase. This research asks if women and men equally exercise control in both the commencement of relationships and in determining their trajectory. Results indicate that men possess a unique controlling role of the ability to define a relationship, while women typically inhabit a role of clearly communicating their interests levels to men while simultaneously attempting to clarify men’s intentions. / text

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This study examined the perceptions of school board members and superintendents of their role and responsibilities during conflict. The following research questions were the focus of this study: (1) What type of group interactions occurred among the school board members and between the board and the superintendent? (2) How did the board/superintendent relationship affect information processing, conflict management, and goal setting between the school board and the superintendent? (3) What ways did group structures, such as role identity, influence board/superintendent cohesiveness? (4) What ways did the superintendent's leadership have an effect on board/superintendent cohesiveness? A good working relationship between an elected school board and an appointed superintendent is crucial in order for the school district to attain its district goals and improve student achievement. The school board members need to understand not only their roles and functions, but also the role and function of the superintendent. If a healthy relationship is not developed, then the school district and their stakeholders will be in a constant power struggle (Estes, 1979). A well-rounded working relationship between the school board and the superintendent is imperative if the district wants to achieve the goals set by the school board and to meet the mandates and requirements from federal and state agencies. Utilizing a qualitative multiple case study with a social action system theory approach, direct observations, individual interviews, and document reviews were used to collect data in this research study. Open, axial, and selective coding were used to analyze the qualitative data that was collected. This study supported themes in practice that emerged through the data in school districts with healthy board/superintendent relationships. The themes included: (a) honesty; (b) free flowing communication; (c) mutual respect; and (g) trust. This study also supplemented the existing research with additional themes that emerged from the individual interviews, direct observation and documents. These emergent themes included: (a) lack of communication; (b) dishonesty; (c) favoritism. The results of this study provided information related to strategies that aid in the development and the improvement of the school board and superintendent relationship. It contributed to the field of knowledge by highlighting the importance of improving the school board and superintendent relationship. This study can serve as a guide for designing training for school boards and superintendents. It could also help determine if a single method or a combination of methods would help to develop or improve the relationship between the school board and the superintendent.

The ability of Leiophron uniformis (Gahan) to parasitize 4 Lygus spp. was determined. While L. uniformis readily attacked Lygus hesperus (Knight), L. lineolaris (Palisot de Beauvois), L. elisus Van Duzee, and L. desertinus Knight, only 6.7% of the L. lineolaris attacked were parasitized compared to 84-87% parasitization of the other species. Two factors were found to cause the low rate of parasitism of L. lineolaris. L. uniformis oviposited in (accepted) few of the L. lineolaris nymphs attacked and most eggs found were encapsulated by the host. Nymphs less than 48-hr old were readily parasitized because they were accepted by the wasps and the hosts encapsulated few of the parasitoid eggs. As nymphal age increased, parasitism dropped rapidly as the acceptance of the host decreased and the host's encapsulation ability increased. Different strains of L. lineolaris were found to differ greatly in their susceptibility to parasitism, their ability to encapsulate, and their acceptance by the parasitoids. A host strain from Arizona was very resistant to parasitism, whereas a strain from Delaware (NJLBR) that had been in culture for 7 years was easily parasitized. The NJLBR strain had no encapsulating ability and it was readily accepted by L. uniformis. A recently established host strain from Delaware (DELBR) encapsulated 23-27% of the parasitoid eggs while an Arizona strain (FILBR) encapsulated 66-76% of the eggs. The DELBR nymphs were accepted in 42-43% of the attacks while the FILBR nymphs were accepted in only 5-14% of the attacks. Delaware and California parasitoid strains did not differ in their acceptance of L. lineolaris or in their ability to resist encapsulation. Rearing L. uniformis for only 1 generation on L. lineolaris did not precondition the wasps to accept that species as a host in preference to L. hesperus. L. uniformis, which had been reared on L. lineolaris for 5 or more generations, did accept that host 2.5 times as often as wasps reared on L. hesperus. The parasitoids did not known any increase in resistance to encapsulation even after they had been reared on L. lineolaris for 11 generations.