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| Office: 170E Morrill Hall |
| Phone: (740) 725-6109 |
| Email: Daddis.1@osu.edu |
Chris Daddis is an Assistant Professor of Psychology at the Marion campus of The Ohio State University. He completed his undergraduate work at Cornell University and attended graduate school at the University of Rochester, earning his Ph.D. in Developmental Psychology in 2004.
At The Ohio State University, Dr. Daddis teaches Adolescent Development, Research Methods in Psychology, Moral Development, Educational Psychology, and Lifespan Development. He also directs undergraduate independent studies and supervises Senior Honors Theses.
Dr. Daddis’ research employs a social cognitive approach to the study of adolescent autonomy development that focuses on changes in adolescents’ and parents’ social reasoning about the boundaries delineating adolescent and parent authority. Dr. Daddis’ work specifically examines the processes that are associated with individual differences in autonomy development. In particular, recent investigations have examined the influence of friends and peer groups on autonomy development within the family system.
Active Research Projects:
1. The Dating and Disclosure Project looks to examine how middle and late adolescents manage information about their romantic lives and to identify the variables that are associated with child disclosure (and nondisclosure) to parents. The goals of the present investigation are fourfold: (1) identify the aspects of romantic relationships that adolescents choose to disclose and to not disclose to parents, (2) examine the variables associated with disclosure and nondisclosure including beliefs about legitimacy of parental authority, romantic history, and gender, (3) examine the reasons adolescents use to justify nondisclosure to parents, and (4) determine whether disclosure patterns and reasoning change with age across middle and late adolescence.
2. The purpose of the Adolescent Friendship and Decision Making Project is to examine how peers influence adolescents’ beliefs regarding the boundaries of personal jurisdiction. The first goal is to better understand the processes by which friends develop similar beliefs about authority. Specifically, the research will distinguish the process of selection versus mutual socialization. Second, the study investigates the types of influence processes that may occur differentiating between active influence (discussion and advice) versus indirect influence (observation of friends’ freedoms). The third objective is to identify antecedents of similarity processes including demographic characteristics and initial beliefs about parental authority. Finally, the fourth goal is to examine the association between adolescents’ estimates of peer autonomy and the construction of personal autonomy beliefs.
3. The Youth Decision Making Project examines the ways that various crowds (e.g., Preps, Jocks, Goths, etc.) influence adolescents’ construction of authority beliefs. The main goal is to identify and describe patterns of authority beliefs that are particular to each crowd found in middle and high schools. The study also investigates the association between adolescents’ estimates of peer autonomy and the construction of personal autonomy beliefs.
Selected publications:
Daddis, C. (In press). Similarity between early and middle adolescent close friends’
beliefs about personal jurisdiction. Social Development.
Daddis, C. (In press). Influence of close friends on the boundaries of adolescent personal authority. Journal of Research on Adolescence.
Horn, S., Killen, M. & Daddis, C. (In press). Conflict and coordination among identity, group belonging, and fairness in children and adolescents' peer relationships: Implications for moral education. In L. Nucci & D. Narvaez (Eds.), Handbook on moral and character education. Mahwah, New Jersey: Erlbaum.
Daddis, C., & Smetana, J. (2005). Middle-class African American families' expectations for adolescents' behavioural autonomy. International Journal of Behavioral Development, 29, 371-381.
Smetana, J., Daddis, C., & Chuang, S. (2003). Clean your room! A longitudinal investigation of adolescent-parent conflict and conflict resolution in middle class African American families. Journal of Adolescent Research, 18, 631-650.
Smetana, J. & Daddis, C. (2002). Domain specific antecedents of psychological control, Parental monitoring, and adolescent autonomy: The role of parenting beliefs and practices. Child Development, 73, 563-580.