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UC Irvine UC Irvine Electronic Theses and Dissertations Title A Within-Person Approach to Understanding Daily Experiences and Well-Being among Adolescents in Socioeconomic Disadvantage: Vulnerability and Opportunity in vivo Permalink https://escholarship.org/uc/item/8v41n7mb Author Russell, Michael Arthur Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, IRVINE A Within-Person Approach to Understanding Daily Experiences and Well-Being among Adolescents in Socioeconomic Disadvantage: Vulnerability and Opportunity in vivo DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Psychology and Social Behavior by Michael A. Russell Dissertation Committee: Carol K. Whalen, Ph.D., Chair Susan T. Charles, Ph.D. Chuansheng Chen, Ph.D. Candice L. Odgers, Ph.D. 2014 © 2014 Michael A. Russell DEDICATION To my family and friends, For all the love and support they’ve given me over the years; I am truly grateful. ii TABLE OF CONTENTS Page LIST OF FIGURES v LIST OF TABLES vi ACKNOWLEDGEMENTS vii CURRICULUM VITAE viii ABSTRACT OF THE DISSERTATION xi PREFACE 1 CHAPTER 1: Antisocial Behavior among Children in Poverty: Understanding 6 Environmental Effects in Daily Life A bstract 7 I ntroduction 8 W hat is the Environment of Childhood Poverty? 11 H ow Can We Better Characterize and Understand 12 Environmental Effects? D oes Poverty Have an Environmental Effect on Children’s 13 Antisocial Behavior? H ow Poverty Affects Children: The Role of Everyday 15 Experience N ext Steps: Can Mobile Technologies Help Identify 19 Environmental Effects on Antisocial Behavior? Individual Differences in Environmental Effects: Why Are 36 Some Children More Reactive to Experience than Others? F uture Directions 39 S ummary 42 CHAPTER 2: Adolescents with, versus without, the DRD4-7R Allele are More 45 Reactive to Substance Use Exposure: Evidence for a Gene-Environment Interaction in Daily Life A bstract 46 I ntroduction 47 Method 55 R esults 62 D iscussion 67 iii CHAPTER 3: Vulnerability and Opportunity in vivo: A Within-Person 88 Approach to Testing Differential Susceptibility in Adolescents’ Daily Lives Abstract 89 Introduction 90 Method 97 Results 106 Discussion 111 EPILOGUE 125 REFERENCES 130 iv LIST OF FIGURES Page Figure 1.1: A hypothetical illustration of differential susceptibility to the 44 environment in daily life. Figure 2.1: DRD4-7R x Daily ETS interaction predicting problem behavior 76 Figure 2.2: DRD4-7R x Home ETS interaction (panel A) and DRD4-7R x 81 Outside Home interaction (panel B) predicting problem behavior in adolescents’ daily lives. v LIST OF TABLES Page Table 2.1: Descriptives by DRD4 genotype 73 Table 2.2: Multilevel Logistic Models Testing Effects of DRD4-7R, Daily ETS, 74 and DRD4-7R X Daily ETS interactions on Problem Behavior in Daily Life Table 2.3: Multilevel Logistic Models Testing Effects of DRD4-7R, Daily Home 77 ETS, and DRD4-7R X Daily Home ETS interactions on Problem Behavior in Daily Life Table 2.4: Multilevel Logistic Models Testing Effects of DRD4-7R, Daily 79 Outside ETS, and DRD4-7R X Daily Outside ETS interactions on Problem Behavior in Daily Life Table 2.5: Descriptives by Ethnicity 83 Table 2.6: Multilevel Models Testing DRD4-7R x Exposure to Substances (ETS) 85 Interactions Predicting Problem Behavior, with Ethnicity Controls Table 3.1: Intrainividual standard deviations (iSDs) and intraindividual means 118 (iMeans) for Daily Behavioral-Affective Measures Table 3.2: Do Adolescents with Differential Susceptibility Markers Show More 119 Affective-Behavioral Lability in Daily Life? Table 3.3: Multilevel Models Generating Negative and Positive Reactivity 121 Slopes Table 3.4: Are Adolescents with Differential Susceptibility Markers More 123 Reactive to Positive and Negative Daily Events? vi ACKNOWLEDGEMENTS Funding The miLife Study was supported through funding awarded to Candice Odgers from the William T. Grant Foundation and the Verizon Foundation. We are also grateful for the support of the University of California Athletics Department. Genotyping costs were supported through the Institute for Translational and Clinical Science and by the National Center for Research Resources and the National Center for Advancing Translational Sciences, National Institutes of Health, through Grant UL1 TR000153. The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH. Dissertation Committee and Members I would like to thank… Dr. Carol Whalen for introducing me to the world of research and scientific discovery, for nurturing and supporting my developing research interests since, and for setting the example for how daily life research with children and their families should be done; Dr. Chuansheng Chen for freely sharing his expertise in gene-behavior relationships and for his inspiring lectures on evolution and human behavior; Dr. Susan Charles for her discussions on measuring and conceptualizing affect and well-being in daily life, and for her keen insights during the dissertation process; And Dr. Candice Odgers for her constant guidance and superb mentorship over the past 6 years, for her unparalleled generosity of time and resources, for being such a stellar professional role model, and for always inspiring me to think differently, do better, and achieve more. I would also like to thank Dr. Raymond Novaco for our many conversations about psychology, philosophy, and current events, and for reminding me to live a balanced life. A Personal Thank You To… Mom, for always being there when life gets tough, for helping me keep things in perspective, and for teaching me to never give up; Dad, for teaching me to see life’s obstacles as challenges rather than threats, for showing me what hard work looks like, and for reminding me not to take myself too seriously; Matt, for endless laughs, good times, and true friendship; Phil, for lasting lessons about professionalism, dedication, and the importance of “coming up for air” every now and then; Jackie, for her kindness, support, and encouragement, and for providing an example of how you truly do unto others; Maya and Siegie, for their help at a time when I needed them most, for their generosity, and for many great meals and good times together; And Vanessa, for being the best friend, workout buddy, dancing partner, Mario and Zelda ally, and intellectual comrade I could have hoped for, in addition to being my daily inspiration and my constant reminder of all the wonderful things that life has to offer. I would also like to thank Bon and Steve at Fit Body Boot Camp for giving me the energy, motivation, and willpower to face challenges head on and to always be better than yesterday; Marvel studios for providing the necessary escape now and again; and the Rocky movies for providing the inspirational metaphors as well as the soundtrack to accompany my preparation for all of graduate school’s challenges. vii CURRICULUM VITAE Michael A. Russell EDUCATION 2014 Doctor of Philosophy (expected, in Psychology and Social Behavior), University of California, Irvine Concentration: Psychopathology and Behavioral Disorder Minor specialization: Quantitative Psychology 2011 Master of Arts (Social Ecology) University of California, Irvine 2008 Master of Arts (Psychology in Education) Teacher’s College, Columbia University 2006 Bachelor of Arts (Psychology), Magna cum Laude University of California, Irvine HONORS AND AWARDS 2013 Social Ecology Dean’s Dissertation Writing Fellowship, for Winter Quarter 2014 2012 Carol Kupers Whalen Award for Research in Psychopathology ($1000 award) 2012 Society for Research in Child Development Student and Early Career Council Dissertation Funding Award ($2000 research grant) 2012 American Psychological Association of Graduate Students (APAGS) Basic Psychological Science Research Grant ($1000 research grant) 2011 Graduate Mentor Award, Psychology and Social Behavior 2010 Travel Award to attend the Society for Research in Child Development Biennial Meeting 2010 Alison Clark Stewart Award for Outstanding Second-Year Project 2010 Graduate Mentor Award, Psychology and Social Behavior 2010 Travel Scholarship to Attend 2010 Summer Institute on Longitudinal Methods 2009 Association for Psychological Science Student Caucus (APSSC) Student Research Award viii

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