Journal articles: 'Bronfenbrenner’s ecological theory'

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Matas, Gordan, and Iva Donelli. "Ecological systems theory." Zbornik radova Filozofskog fakulteta u Splitu, no. 13 (2020): 111–30. http://dx.doi.org/10.38003/zrffs.13.5.

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In this paper, Toni Morrison’s novel Beloved (1987) will be considered from the point of view of developmental psychology. Morrison’s works can be seen as representing an intertwinement of social, historico-political and emotional themes which play a crucial role in the identity construction of the author’s characters. Therefore, the Ecological Systems Theory proposed by Urie Bronfenbrenner will be employed to closely examine how the identities of Morrison’s characters are being shaped in the novel. The usage of the five systems on which Bronfenbrenner’s bioecological model is based– chronosystem, macrosystem, exosystem, mesosystem and microsystem, will provide an often missing holistic approach necessary for better understanding of how and why Morrison’s characters are (un)able to complete their developmental journey of identity construction successfully.

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Leonard, Jack. "Using Bronfenbrenner’s Ecological Theory to Understand Community Partnerships." Urban Education 46, no. 5 (March 22, 2011): 987–1010. http://dx.doi.org/10.1177/0042085911400337.

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Derksen, Teri. "The Influence of Ecological Theory in Child and Youth Care: A Review of the Literature." International Journal of Child, Youth and Family Studies 1, no. 3/4 (July 30, 2010): 326–39. http://dx.doi.org/10.18357/ijcyfs13/420102091.

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The purpose of this literature review is to explicate the meaning of ecological theory and trace its influence in Child and Youth Care. The review focuses on the work of Urie Bronfenbrenner and explores how his early ideas have resonated through descriptions of the field, in efforts to prepare practitioners for professional practice, and in actual practice itself. The review concludes by questioning how Bronfenbrenner’s work could continue to inform Child and Youth Care practice, particularly in the areas of policy and community work.

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Lau, Jared, and Kok-Mun Ng. "Conceptualizing the Counseling Training Environment Using Bronfenbrenner’s Ecological Theory." International Journal for the Advancement of Counselling 36, no. 4 (September 16, 2014): 423–39. http://dx.doi.org/10.1007/s10447-014-9220-5.

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Donelli, Iva, and Gordan Matas. "Aspects of identity in Toni Morrison`s novels The Bluest Eye and Sula." Školski vjesnik 70, no. 1 (2021): 71–93. http://dx.doi.org/10.38003/sv.70.1.16.

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This paper analyzes Toni Morrison’s novels The Bluest Eye (1970) and Sula (1974) from the standpoint of developmental psychology. Morrison’s works can be viewed as an amalgam of social and emotional themes which play a major role in the identity construction of the author’s characters. The Ecological Systems Theory proposed by Urie Bronfenbrenner will thus be en[1]gaged to observe how the identities of Morrison’s characters are being shaped in the novels. The analyses of the five systems on which Bronfenbrenner’s model is grounded will explain what is needed for Morrison’s characters to create a sustainable identity

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Amundsen, Diana, Nadine Ballam, and Katrina McChesney. "Students' transitions into initial teacher education: Understanding barriers and enablers through an ecological lens barriers and enablers through an ecological lens." Australian Journal of Teacher Education 46, no. 3 (March 2021): 91–111. http://dx.doi.org/10.14221/ajte.2021v46n3.6.

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This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students.The study took place in one university in Aotearoa New Zealand,involving24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements.These findings have implications for providers and educators of pre-service teacher programmes.Purposeful application of Bronfenbrenner’s theory to identify, name and understand how various transition barriers and enablers impact wellbeing and resilience could open up a more visible, shared and understood transition experience.

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Walls, Jill K. "A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning." Journal of the Scholarship of Teaching and Learning 17, no. 2 (May 11, 2017): 24–34. http://dx.doi.org/10.14434/josotl.v17i2.20845.

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SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s bioecological model, is examined as a potential framework for synthesizing SoTL research findings to inform teaching and learning scholarship at the college level. A general overview of the bioecological model of human development and its application to the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.

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Walls, Jill K. "A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning." Journal of the Scholarship of Teaching and Learning 16, no. 2 (April 29, 2016): 39–55. http://dx.doi.org/10.14434/josotl.v16i2.19217.

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SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s Process, Person, Context, Time (PPCT) model, is examined as a potential framework for synthesizing SoTL research findings to inform effective teaching at the college level. A general overview of the PPCT model of human development and its connections to current topics and areas of inquiry in the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.

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Graves, Diane, and Jane P. Sheldon. "Recruiting African American Children for Research: An Ecological Systems Theory Approach." Western Journal of Nursing Research 40, no. 10 (April 24, 2017): 1489–521. http://dx.doi.org/10.1177/0193945917704856.

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With health disparities still pervasive and persistent in the United States, medical researchers and social scientists continue to develop recruitment strategies to increase the inclusion of racial/ethnic minority groups in research and interventions. Effective methods for recruiting samples of African American participants for pediatric research may be best understood when situated within an overarching conceptual model—one that serves to organize and explain effective recruitment strategies. A theoretical framework well suited for this purpose is Bronfenbrenner’s ecological systems theory, which views individuals as influencing and being influenced by (both directly and indirectly) a series of interconnected social systems. Based on the ecological systems theory and on previous research from multiple domains (e.g., medicine, psychology, public health, social work), in the current article, we review strategies for effective recruitment of African American children and adolescents for research.

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Ruppar, Andrea L., Heather Allcock, and Jean Gonsier-Gerdin. "Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities." Remedial and Special Education 38, no. 1 (August 2, 2016): 53–63. http://dx.doi.org/10.1177/0741932516646856.

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In this review, we applied Bronfenbrenner’s ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided.

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El Zaatari, Wafaa, and Imad Maalouf. "How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School?" SAGE Open 12, no. 4 (October 2022): 215824402211340. http://dx.doi.org/10.1177/21582440221134089.

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The central concept of this review underscores the fact that the development of a feeling of belonging at school occurs because of different interactions between developing students and the school’s ecological environment over time. This review argues that Bronfenbrenner’s Bio-ecological Systems Theory can best explain the development of school belonging by highlighting the role of PPCT (Process, Person, Context, and Time). The process includes the interactions (proximal and distal) that occur between students and their school’s ecological systems. The person considers the active role of students in influencing their development. The context encompasses the school’s ecological systems. The time includes events and the chronological age of students. The review highlights the most important proximal practices and interactions that occur in school microsystems and play a significant role in enhancing students’ sense of belonging. Empirical, longitudinal research that focuses on the interactions of all the components of the PPCT model is recommended.

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O’Keefe, Theresa. "Colliding Ecosystems: Interpreting the Complex Social World of Adolescent Children of Immigrants." Christian Education Journal: Research on Educational Ministry 15, no. 3 (December 2018): 465–78. http://dx.doi.org/10.1177/0739891318805107.

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This article proposes Urie Bronfenbrenner’s bioecological theory of human development as an interpretive lens for recognizing the challenges presented to the adolescent children of immigrant adults. His ecological framework helps us recognize how these adolescents are caught between cultures and experience the cultural divide differently than their parents, elders, and Anglo age peers. It includes suggestions for how ministers might assist these adolescents and elders to bridge what divides them from each other and the culture.

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Zhu, Peitao, Jared Lau, and Carryl P. Navalta. "An Ecological Approach to Understanding Pervasive and Hidden Shame in Complex Trauma." Journal of Mental Health Counseling 42, no. 2 (April 1, 2020): 155–69. http://dx.doi.org/10.17744/mehc.42.2.05.

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Shame has been argued to be a core issue in complex trauma; however, few efforts have been put forth to systematically examine the conceptual and empirical evidence to support this claim. This review, using Bronfenbrenner’s ecological theory, presents a preliminary map of findings that highlight the pervasive and hidden shame in the ecological subsystems of complex trauma survivors. A psycho-social-cultural perspective was utilized to highlight the manifestation and disguising of shame in various contexts. Our review accentuates the centrality of shame in complex trauma and offers several ways in which mental health counselors can explicitly and systemically address shame in their work with complex trauma survivors. Implications for counselor training and future research are also discussed.

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Abdul Hamid Salim Al-Douhani, Faisal Lafee Alobeytha,. "The influence of Ecology on the Identity of a Child in Kashmera Sheth's Boys Without Names." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3615–24. http://dx.doi.org/10.17762/pae.v58i1.1316.

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Victims of child labour trafficking endure chronic trauma where they often suffer from physical and psychological exploitation. This paper examined the role of ecology in the identities developments of the children before and during abducting and recruiting them as trafficked children. Kashmera Sheth's Boys Without Names (2010) was selected to be the sample of this study. Bronfenbrenner’s Ecological System Theory (1994) guided the theoretical framework. The findings of this article exhibited that (i) ecological structures contribute to the identity development of children, (ii) ecological nests paved the road for the traffickers to abduct and recruit their victims, (iii) traffickers at all times intend to abolish and rape the identity of the victims and (iv) young adult literature is an appropriate sort of literature for raising the awareness of child trafficking

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Muñoz-García, Antonio, and Mª Dolores Villena-Martínez. "Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample." Sustainability 13, no. 2 (January 8, 2021): 541. http://dx.doi.org/10.3390/su13020541.

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In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.

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Muñoz-García, Antonio, and Mª Dolores Villena-Martínez. "Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample." Sustainability 13, no. 2 (January 8, 2021): 541. http://dx.doi.org/10.3390/su13020541.

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In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.

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Łukasik, Izabella Maria. "Student Well-Being in the Context of Erik Allardt’s Theory of Welfare and Urie Bronfenbrenner’s Ecological Systems Theory of Development." Przegląd Badań Edukacyjnych 35, no. 2 (December 16, 2021): 197–212. http://dx.doi.org/10.12775/pbe.2021.039.

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Samopoczucie ucznia w szkole decyduje o jego sukcesie edukacyjnym oraz funkcjonowaniu w grupie rówieśników w przestrzeni szkoły. Celem niniejszego artykułu stało się wskazanie na możliwość wykorzystania koncepcji dobrobytu Erika Allardta dla określenia wymiarów samopoczucia ucznia w szkole przy uwzględnieniu kontekstów środowiskowych. Wyodrębniono wskaźniki samopoczucia ucznia, umocowane w systemie ekologicznym Bronfenbrennera, które pozwolą na określenie interesującego badawczo przedmiotu. Nie można pominąć osobistej oceny sytuacji szkolnej w kontekście indywidualnych preferencji, skoro samopoczucie rzutuje na realizację wyzwań związanych z różnorodnymi zadaniami edukacyjnymi. Właściwe rozpoznanie trudności pozwala na wkroczenie z działaniem interwencyjnym w te miejsca, które wymagają naprawy. Zaproponowane wskaźniki samopoczucia mogą służyć jako itemy zastosowane w badaniach kwestionariuszowych. Pozwalają na wielopłaszczyznowy ogląd uwarunkowań, wpływających na odczucie dobrostanu ucznia. Właściwe rozpoznanie problemu daje szansę podjęcia działań korekcyjnych.

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Gaillard, Claire, and Mausley Molefe. "Socio-Cultural Barriers to Preventing and Managing Teenage Pregnancies: Perspectives from Two South African Schools." International Journal of Social Work 9, no. 2 (September 20, 2022): 1. http://dx.doi.org/10.5296/ijsw.v9i2.20077.

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This paper reports on a study conducted in two South African co-educational high schools in uThukela, KwaZulu-Natal. Within this context, a qualitative case study approach was employed to explore the challenges school managers and teachers face in averting and managing pregnancies among the uThukela schoolchildren. Insights into this phenomenon were gathered using structured interviews, document reviews and observations. Bronfenbrenner’s ecological systems theory guided the data analysis and interpretation. Thematic analysis unveiled how cultural practices and poverty in uThukela jointly impede school managers’ efforts to prevent and manage teenage pregnancy occurrences within the respective schools. This paper expounds on this finding.

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Yang, Xiaowan. "An Ecological Examination of Student Teachers’ Belief Development During the Teaching Practicum." English Literature and Language Review, no. 58 (August 5, 2019): 140–50. http://dx.doi.org/10.32861/ellr.58.140.150.

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Using Bronfenbrenner’s ecological theory of human development as the framework, this study explores how the ecological context of student teachers affect their belief development during the teaching practicum. Findings reveal that during the teaching practicum, student teachers interacted directly or indirectly with their ecological environments, including students, parents, mentors, supervisors, school policies, culture and social trends, which led them to develop, confirm, integrate, discard, or modify their beliefs. Findings also reveal that ecological environments may not only encourage but also impede student teachers’ belief development depending on what kind of influences they exert on them. Lastly, findings suggest that although macrosystem locates the most distant in student teachers’ ecological environments, factors within it may exert a huge influence on other environments and thus have a huge impact on student teachers. Based on the above findings, this study calls upon more opportunities for student teachers to participate in real-world professional practice so that they can put their beliefs to test. More training is also needed for mentors and supervisors to support student teachers’ belief development.

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Mrózek, Sebastian. "A person with disability in strategies for solving social problems – analysis of records in perspective of Urie Bronfenbrenner’s theory." Men Disability Society 49, no. 3 (September 30, 2020): 95–114. http://dx.doi.org/10.5604/01.3001.0014.3578.

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The article consists of four parts. The first contains the characteristics of communal Strategies for solving social problems. It includes a discussion of the fundamental assumptions and functions of the types of strategies which play a part in social policy – with particular emphasis on the needs and situation of people with disabilities. The second part of study introduces the most important assumptions of the bioecological theory of Urie Bronfenbrenner’s systems. Through the prism of this theory, research material has been collected and ordered. The merits of the study are captured in the part three. In its scope, it includes tabular systems ordered in accordance with the assumptions of the bio-ecological system theory, containing records and the resulting activities implemented by communes for the social inclusion of people with disabilities. The whole text ends with the conclusions presented in the fourth part. The purpose of the study is a qualitative analysis of the Strategy for solving social problems of communes that are part of the Żywiec and Cieszyn counties. It will make it possible to recognize records and the resulting inclusion activities for people with disabilities. The purpose is also to consider these entries based on the bioecological theory of Urie Bronfenbrenner’s systems and recognition what levels distinguished in the theory mentioned above are present in strategies and what actions result from them. This will also allow for partial verification of the role taken by municipalities – the smallest local government units in creating a culture of inclusion and a friendly space for people with disabilities.

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Oishi, Shigehiro, and Jesse Graham. "Social Ecology." Perspectives on Psychological Science 5, no. 4 (July 2010): 356–77. http://dx.doi.org/10.1177/1745691610374588.

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This article presents a socioecological approach (accounting for physical, societal, and interpersonal environments) to psychological theorizing and research. First, we demonstrate that economic systems, political systems, religious systems, climates, and geography exert a distal yet important influence on human mind and behavior. Second, we summarize the historical precedents of socioecological psychology. There have been several waves of ecological movements with distinct emphases in the history of psychological science, such as K. Lewin’s (1936, 1939) field theory and U. Bronfenbrenner’s (1977) ecological approach to human development. Environmental and community psychologies, created in the late 1960s and early 1970s, promoted social activism through basic and applied research on ecological factors and social outcomes. Most recently, the rise of cultural psychology has encouraged psychologists to pay attention to cultural factors in basic psychological processes, but note that less attention has been given to socioecological factors per se. We highlight the benefits of bringing the socioecological perspective back to mainstream psychological theorizing and research.

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Hickey, Noelene, Linda Harrison, and Jennifer Sumsion. "Using a Socioecological Framework to Understand the Career Choices of Single- and Double-Degree Nursing Students and Double-Degree Graduates." ISRN Nursing 2012 (July 17, 2012): 1–10. http://dx.doi.org/10.5402/2012/748238.

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Untested changes in nursing education in Australia, such as the introduction of double degrees in nursing, necessitate a new research approach to study nursing career pathways. A review of the literature on past and present career choice theories demonstrates these are inadequate to gain an understanding of contemporary nursing students’ career choices. With the present worldwide shortage of nurses, an understanding of career choice becomes a critical component of recruitment and retention strategies. The purpose of this paper is to demonstrate how an ecological system approach based on Bronfenbrenner’s theory of human development can be used to understand and examine the influences affecting nursing students’ and graduates’ career development and career choices. Bronfenbrenner’s socioecological model was adapted to propose a new Nursing Career Development Framework as a way of conceptualizing the career development of nursing students undertaking traditional bachelor of nursing and nontraditional double-degree nursing programs. This Framework is then applied to a study of undergraduate nurses’ career decision making, using a sequential explanatory mixed method study. The paper demonstrates the relevance of this approach for addressing challenges associated with nursing recruitment, education, and career choice.

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Ilari, Beatriz. "Musical Parenting and Music Education: Integrating Research and Practice." Update: Applications of Research in Music Education 36, no. 2 (June 21, 2017): 45–52. http://dx.doi.org/10.1177/8755123317717053.

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Although teachers work constantly with parents, discussions concerning parental roles in children’s music learning are often left at the margins in music teacher training programs. The aim of this article is to offer a review of musical parenting research from an ecological perspective. Bronfenbrenner’s bioecological theory of human development is used as a lens to examine musical parenting research concerning infants, school-aged children, and adolescents. Issues pertaining to contemporary parenting in the Western world such as intensive parenting and concerted cultivation are also considered as they relate to parental music cognitions and behaviors. Implications for research and practice in music education are outlined at the end.

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Buser, Julie M., Carol J. Boyd, Cheryl A. Moyer, Alice Ngoma-Hazemba, Davy Zulu, Jessy Taona Mtenje, Andrew D. Jones, and Jody R. Lori. "Operationalization of the Ecological Systems Theory to Guide the Study of Cultural Practices and Beliefs of Newborn Care in Rural Zambia." Journal of Transcultural Nursing 31, no. 6 (May 14, 2020): 582–90. http://dx.doi.org/10.1177/1043659620921224.

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Introduction: A wide gap in knowledge exists about the factors associated with newborn care in rural Zambia. In this year of the nurse and midwife, the purpose of this article is to provide transcultural researchers with an example of how Bronfenbrenner’s Ecological Systems Theory (EST) can be used to guide an exploration of the cultural practices, knowledge, and beliefs of newborn care and health-seeking behaviors in rural Zambia. Methodology: Based on the EST, maternal knowledge represents the microsystem while family and community members embody the mesosystem. Health care organization denotes the exosystem with culture representing the macrosystem and health policy the chronosystem. Results: Numerous implications for transcultural nursing practice emerged from this adaptation of the ecological systems approach. Findings reveal a maternal dualism faced by Zambian mothers as they navigate the complex interplay between cultural newborn care practices and evidence-based newborn care promoted by the health care system. Discussion: Based on our proposed operationalization of the EST for a transcultural nursing study, the EST can be applied globally, further validating the theory.

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Al-Mahdi, Osama. "Family-School Connections: Different Theoretical Perspectives and their Implications for Teacher Education." Humanities and Social Science Research 2, no. 4 (October 18, 2019): p13. http://dx.doi.org/10.30560/hssr.v2n4p13.

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Family-school connections had received increasing attention in the past decades due to their potential benefits for children’s learning. However, the educational and research community is still working to give a clear explanation for what family-school connections really stands for, which is understood to be a complicated concept. This paper begins by presenting different definitions of family-school connections. Afterwards it will discuss various theoretical perspectives in this educational area, which includes: Piaget cognitive development theory (Piaget, 1981), Vygotsky’s sociocultural theory (Vygotsky, 1978), the funds of knowledge theory (Moll et al., 1992), Bourdieu’s social capital theory (Bourdieu, 1986), Bronfenbrenner’s ecological theory (Velez-Agisto, et al., 2017), the overlapping family and school spheres (Epstein, 2011), Hoover-Dempsey & Sandler framework (Hoover-Dempsey & Sandler, 1995; 1997; 2005), and the structural and relational approach in understanding family-school connections (Kim & Sheridan, 2015). The paper concludes with a discussion about the implications of these theoretical perspectives on the research and educational field.

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Lőrinc, Magdolna, Louise Ryan, Alessio D’Angelo, and Neil Kaye. "De-individualising the ‘NEET problem’: An ecological systems analysis." European Educational Research Journal 19, no. 5 (October 8, 2019): 412–27. http://dx.doi.org/10.1177/1474904119880402.

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Periods of being NEET (not in education, employment or training) can have long-term consequences for individuals’ future job opportunities, earnings, psycho-social well-being and health, all with high societal costs. Therefore, policy-makers across Europe seek interventions that successfully reduce NEET numbers. Drawing on a longitudinal qualitative study in London, this paper explores the processes and mechanisms that contribute to young people becoming NEET after leaving education. Through analysis of 53 young NEETs’ accounts of their school and transition experiences, we draw upon Bronfenbrenner’s ecological systems theory to explore the multitude of factors and structures of disadvantage that might have contributed to these young people’s marginalisation in education and employment. We discuss how unfulfilled support needs, a lack of career advice and socio-economic disadvantage can lead to educational disengagement, dropping out and, ultimately, becoming NEET. While many of these issues were presented as personal difficulties, in this article we reject the individualisation of the ‘NEET problem’. Instead, we argue that negative school experiences need to be understood in the context of structural conditions, including funding cuts in education and support services, transformations in the labour market and socio-economic deprivation.

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Liu, Honggang, Siyu Duan, and Wenxiu Chu. "Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective." International Journal of Environmental Research and Public Health 20, no. 1 (December 29, 2022): 613. http://dx.doi.org/10.3390/ijerph20010613.

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Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoyancy plays a crucial role for teachers to bounce back from challenging situations. However, there is a scarcity of empirical research on language teacher buoyancy in online contexts from an ecological perspective which is conducive to unfolding the complex and dynamic nature of buoyancy. To fill this gap, the current study utilized a qualitative research method to investigate the factors influencing English teacher buoyancy in online teaching and how they shape and exercise buoyancy in their negotiation with different ecological systems in online teaching guided by Bronfenbrenner’s ecological systems theory. The findings revealed that teachers experienced multiple challenges from different ecological systems, such as ineffective classroom interaction, work–life imbalance, heavy workload, and higher school requirements. Additionally, teacher buoyancy was shaped by the dynamic interaction between teachers and ecological systems and was not only viewed as the individual’s ability but as a socio-ecological product. Based on the above findings, the paper provides some implications for developing and researching language teacher buoyancy in the future.

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Genienė, Rasa, Eglė Šumskienė, Violeta Gevorgianienė, and Jurga Mataitytė-Diržienė. "The Deinstitutionalization of Persons with Psychosocial Disabilities from the Perspective of Ecological Systems Theory." Socialinė teorija, empirija, politika ir praktika 22 (May 21, 2021): 28–43. http://dx.doi.org/10.15388/stepp.2021.27.

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The deinstitutionalization of social care in Lithuania started in 2012 after the adoption of the strategic guidelines by the Ministry of Social Security and Labour. The goal of this reform was to improve the care conditions and introduce new community-based services for persons with disabilities. Almost ten years of the reform resulted in only five percent of persons with disabilities who moved to community settings, mainly group-living homes. The slow-motion of the reform, as well as the tensions in the communities, suggests the need for a thorough analysis of the process of deinstitutionalization and its improvement. Bronfenbrenner’s ecological theory is applied as a conceptual and methodological tool for understanding the roles of deinstitutionalization agents at different levels, including the Ministry of Social Security and Labour, municipalities, non-governmental organizations, social care institutions, and local communities. All of these agents are involved and diversely interact among themselves during the transformation process of the social care system. The ecological theory provides the necessary integrated approach to the analysis of the process of deinstitutionalization of the social care system at the micro-, meso-, exo-, and macro levels. Deinstitutionalization and the trajectories of its participants reveal resilient connections with different fields of the ecological system and show that different system components not only represent different systems but become microsystems themselves that affect all elements in the ecological system. The complexity of environmental systems constitutes the basis of ecological systems theory. It serves as a lens to guide the analysis of the transformation of a particular person’s life in the context of deinstitutionalization. Herewith, it is an appropriate tool for understanding the impact of deinstitutionalization on specific local communities.

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Sari, Uni Kartika, and Nono Hery Yoenanto. "GAMBARAN KREATIVITAS GURU DALAM PENERAPAN KURIKULUM 2013 SEKOLAH DASAR DI SURABAYA." Jurnal Psikologi Integratif 7, no. 2 (February 8, 2020): 93. http://dx.doi.org/10.14421/jpsi.v7i2.1809.

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This research aims to determine teacher creativity in the 2013 curriculum implementation of elementary school in Surabaya. The teacher's creativity refers to Guilford's creativity (1967) that involves fluency of thinking, flexibility, originality and elaboration. Meanwhile, the Bronfenbrenner’s ecological system theory used as the grand theory. This research focuses on “X” and “Y” elementary schools. The instrumental case study took as design research, which used variant participants who interviewed by researcher such as teachers, principals and parents. This study uses a thematic analysis of data. Findings indicate that teacher creativity in the 2013 curriculum implementation have been carried out well where from fluency, flexibility and elaboration in planning of learning, process and evaluating learning outcomes of student. Meanwhile, the originality that related with the teacher's idea in planning learning still lacks authenticity. Furthermore, teacher also lack to creativity of assessment due to the thematic assessment content that depend respective educational units.

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Zhao, Xiantong, Hongbiao Yin, Chenyang Fang, and Xu Liu. "For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China." Sustainability 13, no. 3 (January 27, 2021): 1333. http://dx.doi.org/10.3390/su13031333.

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Early career academics are the key agents for the sustainable development of higher education institutions. In China, those who were educated overseas and have returned to Chinese universities to seek academic positions are becoming a fast-growing group. Good research performance is critical to survive in the increasingly competitive environment in academia. Improving research performance requires an understanding of the factors that facilitate or inhibit research performance. In the light of Bronfenbrenner’s ecological systems theory, this study, using a mixed-method design (20 interviewees and 136 respondents), elaborates on a number of external factors affecting returned early career academics’ research performance. Understanding these factors is helpful for the building of a favorable environment that can improve the research performance of the returned early career academics, and hence the sustainable development of universities.

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Cumming, Tamara, and Sandie Wong. "Towards a holistic conceptualisation of early childhood educators’ work-related well-being." Contemporary Issues in Early Childhood 20, no. 3 (June 12, 2018): 265–81. http://dx.doi.org/10.1177/1463949118772573.

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Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.

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Nadori, Neirouz. "An ecological framework for citizenship education: A developmental perspective." Citizenship Teaching & Learning 17, no. 2 (June 1, 2022): 295–307. http://dx.doi.org/10.1386/ctl_00095_1.

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The National Charter for Education and Training and the Strategic Vision (2015‐30) constitutes the government’s most recent efforts to reform education in Morocco. These initiatives have underscored the potential of raising citizenship awareness and reinforcing social responsibility. The reforms that were implemented fell far short of this aim. Despite the fierce struggle, the gap between the stated goals of citizenship education curricula and their realistic and effective implementation still persists. Therefore, the aim of the present study is to explore school-based factors which facilitate or constrain teachers and schools from a meaningful engagement in citizenship issues. This research is framed within Bronfenbrenner’s bioecological system theory (2006). This framework provides a holistic perspective to consider the potential of the dynamic interaction of diverse stakeholders and their contributions for increased citizenship education. Using a qualitative approach, this study allows for a rich description of the context of citizenship education in Moroccan high schools. Findings indicated the existence of numerous constraining factors which worked against the mainstreaming of this process. Teachers and principals reported that citizenship education occupied a marginal status in high schools. Further, the competitive national examination system, lack of professional development in the field and absence of citizenship-oriented activities involving parents and students were found to be the main factors affecting the development of citizenship education.

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Pujaningsih, Pujaningsih, and Mar’atu Husnia Alfi. "Exploring learning and behavior problems of gifted children in Indonesia: A content analysis study." Jurnal Prima Edukasia 10, no. 1 (January 4, 2022): 47–57. http://dx.doi.org/10.21831/jpe.v10i1.43951.

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Although gifted children have talents and positive traits in academic area that already been supported, little empirical evidence addresses the need of support for gifted children in non-academic areas in Indonesian context. To fill this void, this study conducted a content analysis of two books about gifted children based on parents’ narratives to explore the need for support for social-emotional problems. “Menyongsong Pagi” and “Menyiangi Petang” are the two books which describe how thirteen gifted children grew up and face obstacle in their learning. Drawing on the theory of positive disintegration and Bronfenbrenner’s theory of ecological development, this study analyzed the two books to describe the uniqueness of gifted students in terms of emotion, intellectual and psychomotor still mostly seen as problems by their teachers and friends which lead to various educational issues. The implication of this study calls for the comprehensive support from teachers and schools’ leader to support gifted children both in academic and non-academic areas.

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Ghani, Norsahirah, Abdul Rasid Jamian, and Norfaizah Abdul Jobar. "Environmental Impact of Reading Literacy Development." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 4 (April 10, 2022): e001425. http://dx.doi.org/10.47405/mjssh.v7i4.1425.

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Reading literacy is a basic requirement in the process of teaching and learning. It is one of the important skills needed to be mastered, along with writing skills, speaking skills, and listening skills. The term literacy is not a foreign thing in today’s world of education. In this paper, researchers will focus on reading literacy and the relation of environmental factors based on Bronfenbrenner’s Ecological Theory and literacy development. This theory introduces five systems in the ecology of human development, which are microsystem, mesosystem, exosystem, macrosystem and chronosystem. Through this paper, the researcher will try to understand how the environment surrounding the students’ lives will affect their psychological, personality and intellectual development. A good relationship between students and individuals around their surrounding will also make them psychologically balanced human beings. It can also help students to improve their academic performance. In conclusion, a positive environment will help students to achieve excellence, while a negative environment will hamper all such efforts.

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Reynolds, Laurinda, and Tina Newsham. "Theoretical Framing and Dissemination of Ageism First Aid: A Significant Tool for the AFU Movement." Innovation in Aging 4, Supplement_1 (December 1, 2020): 534–35. http://dx.doi.org/10.1093/geroni/igaa057.1728.

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Abstract By graduation most high school students have negative feelings about aging, the idea of working with older people is unappealing, and few choose to study aging. When non-traditional students of any age enroll after gaining experience in the workforce, they experience ageism and may not persist to degree completion. The value of Ageism First Aid (AFA) as an internal and external AFU tool is supported by Bronfenbrenner’s Ecological Theory and Rogers’ Diffusion of Innovation theory. AFA utilization during high school can increase traditionally-aged student enrollments. Its use for professional development on campuses can improve the campus climate for all constituents and ensure graduates will know how to avoid contributing to aging stigma. AFA use by providers of aging services and support can reduce the aging stigma older people experience. Attendees will receive handouts with a variety of dissemination models and information on how to gain institutional access to AFA. Part of a symposium sponsored by Age-Friendly University (AFU) Interest Group.

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Kallander, Samantha Watters, Rebecca Gordon, and Dina L. G. Borzekowski. "“People Will Continue to Suffer If the Virus Is Around”: A Qualitative Analysis of Sub-Saharan African Children’s Experiences during the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 18, no. 11 (May 25, 2021): 5618. http://dx.doi.org/10.3390/ijerph18115618.

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Children are particularly impressionable and at risk during a global public health crisis, making it important to examine their unique perspectives. To hear and understand sub-Saharan African children’s experiences with the COVID-19 pandemic, we conducted an exploratory qualitative analysis based on interviews with 51 children, ages 9 to 13, from Nigeria, Tanzania, and Sierra Leone. Applying the organization of Bronfenbrenner’s ecological systems theory, we reveal how COVID-19 affected children’s daily lives and domestic challenges, schooling and neighborhood issues, media use (and its relationship to knowledge and fear of the disease), perceptions of the country and government response, and thoughts of religion and hope. Children’s responses differed greatly, but patterns emerged across sex, age, household size, religion, and country. This study offers guidance and recommendations for meeting the needs of children, especially in times of crisis.

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An, Jihoun, and Samuel R. Hodge. "Exploring the Meaning of Parental Involvement in Physical Education for Students With Developmental Disabilities." Adapted Physical Activity Quarterly 30, no. 2 (April 2013): 147–63. http://dx.doi.org/10.1123/apaq.30.2.147.

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The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher’s journal. Bronfenbrenner’s (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

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Dunst, Carl J. "Child studies through the lens of applied family social systems theory." Child Studies, no. 1 (September 12, 2022): 37–64. http://dx.doi.org/10.21814/childstudies.4126.

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The foundations of an applied family social systems theory for explaining the multiple determinants of child well-being, learning, and development, parenting beliefs, behavior and practices, and family well-being are described. The theory is derived from tenets of Bronfenbrenner’s ecological systems theory and other social, family, and contextualized theories. The applied theory was used to develop an activity setting model of young children’s everyday learning opportunities and a family systems intervention practices model for ensuring parents and other caregivers have the time and psychological energy to provide young children with development-instigating and development-enhancing learning opportunities in the contexts of everyday family and community life. Results from three different lines of research are described which provide support for the applied systems model and the two associated intervention models. Results showed that different child characteristics, setting characteristics, parenting behavior and practices, family and social systems variables, and practitioner measures were empirically related to variations in child, parent, and family outcomes. There were also discernable pathways of influence between family systems intervention model practices, parenting practices, and child outcomes mediated by parent self-efficacy beliefs and parent well-being. The contributions of the theory, models, and research findings to child studies are described.

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McBrien, Jody Lynn, and Rebecca Day. "FROM THERE TO HERE: USING PHOTOGRAPHY TO EXPLORE PERSPECTIVES OF RESETTLED REFUGEE YOUTH." International Journal of Child, Youth and Family Studies 3, no. 4.1 (October 29, 2012): 546. http://dx.doi.org/10.18357/ijcyfs34.1201211560.

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Because refugee numbers are much smaller than those of other immigrant populations in the United States, researchers frequently group refugees with other immigrants in their studies. However, due to the traumatic circumstances that most refugees face prior to their arrival, they require separate consideration. We chose the medium of photography to help newcomer refugee students express themselves beyond their current capacities in English, and we used the students’ photographs as catalysts to interview them about their resettled lives in the United States. Through this process, we discovered themes central to the students’ lives, and ways in which they were working to reconcile important past and present elements, such as family, friends, cultures, and aspirations. Bronfenbrenner’s (1986) ecological theory provides a useful frame for exploring these students’ processes of acculturation. Their photos, and their commentaries, provide critically important information for teachers, social service providers, and others working with refugee youth.

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Trach, Jessica, Matthew Lee, and Shelley Hymel. "A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics." Journal of Emotional and Behavioral Disorders 26, no. 1 (December 12, 2017): 11–20. http://dx.doi.org/10.1177/1063426617742346.

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A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.

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Liu, Siqi, Yu Chen, Qi Shen, and Xuesong (Andy) Gao. "Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding." Sustainability 14, no. 16 (August 11, 2022): 9910. http://dx.doi.org/10.3390/su14169910.

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The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German language teachers (GLTs), this paper adopts a mixed methods approach to investigate the assessment requirements for LOTE teachers in terms of external research funding and the factors that may impact their accomplishments. Based on Bronfenbrenner’s ecological systems theory and conservation of resources theory, we analyzed policy documents from the universities under investigation, examined “German or Germany-related” funding approvals, and conducted semi-structured interviews with eight GLTs to explore the environmental factors (individual context, institutional context, social context, chronological context) that may influence the survival of GLTs in terms of the requirements for external research funding. The findings indicate that factors from each ecological context interact with one another and have a combined influence on GLTs’ external research funding application activity. Moreover, there is an imbalance between the academic demands faced by GLTs and the resource support that is available to them. This imbalance may affect the survival and development of GLTs and is likely to have a continuing influence throughout their career. The study concludes by offering some suggestions at different levels to facilitate the sustainable professional development of GLTs.

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Brown, Rachel, Jordan Van Godwin, Lauren Copeland, Britt Hallingberg, Lianna Angel, Sarah MacDonald, Jeremy Segrott, and Graham Moore. "Ecological Exploration of Knowledge and Attitudes Towards Tobacco and E-Cigarettes Among Primary School Children, Teachers, and Parents in Wales: A Qualitative Study." Tobacco Use Insights 13 (January 2020): 1179173X2093877. http://dx.doi.org/10.1177/1179173x20938770.

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Experimentation with e-cigarettes has grown rapidly among UK adolescents. To date, this topic has been primarily researched in secondary schools, with less understanding of development of attitudes and behaviours at an earlier age. This research reports qualitative data from interviews with pupils, parents, and teachers at 4 case study schools in Wales (N = 42). It draws on Bronfenbrenner’s Ecological Systems Theory to consider how the intersection of systems surrounding primary school-age children and their interaction with these systems, shape knowledge, and attitudes towards e-cigarettes and tobacco. Findings indicate that consistent messaging on smoking from school and family was reflected in strong disapproval among pupils and clear understanding of harms. This was less evident for e-cigarettes, where messages were mixed and inconsistent between home and school, with concerns over what to tell children about e-cigarettes in light of mixed messages and absence of official guidance. Implications of findings for policy and teaching are discussed.

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Hamilton-Hinch, Barbara-Ann, Jessie-Lee D. McIsaac, Mary-Jane Harkins, Sherry Jarvis, and John C. LeBlanc. "A Call for Change in the Public Education System in Nova Scotia." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 1 (March 31, 2021): CI64—CI92. http://dx.doi.org/10.53967/cje-rce.v44i1.5025.

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The United Nation’s International Decade for People of African Descent and Nova Scotia’s Ministry of African Nova Scotian Affairs recognize that students of African descent continue to experience inequities. As previous studies indicate, parents of Black learners identified that many educators lack knowledge and experience in understanding students of African descent.This study explored student achievement from the perspective of parents of children of African descent attending public schools in Nova Scotia. Participants included individual interviews and focus groups with parents from rural and urban areas. Based on Bronfenbrenner’s ecological theory framework, a thematic analysis of the data was conducted, a dominant storyline related to the families’ experiences in school and subsequent themes emerged: we are treated differently; we don’t feel connected; we know there are challenges: the resistance of parents; and we deal with injustices but persevere. These findings provide recommendations to improve the educational success for Black learners. Keywords: African Canadian, academic achievement and success, Black students, education, schooling challenges, students of African descent

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Condy, Janet, and Bernita Blease. "What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?" South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 21. http://dx.doi.org/10.4102/sajce.v4i2.203.

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A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner’s social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED).

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Mahlo, Dikeledi. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa." SAGE Open 7, no. 1 (January 2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697162.

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This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.

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Eriksson, Malin, Mehdi Ghazinour, and Anne Hammarström. "Different uses of Bronfenbrenner’s ecological theory in public mental health research: what is their value for guiding public mental health policy and practice?" Social Theory & Health 16, no. 4 (March 14, 2018): 414–33. http://dx.doi.org/10.1057/s41285-018-0065-6.

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Bennie, Andrew, Nicholas Apoifis, Jeffrey Caron, William Falcão, Demelza Marlin, Enrique García Bengoechea, Koon Teck Koh, Freya Macmillan, and Emma George. "A Guide to Conducting Systematic Reviews of Coaching Science Research." International Sport Coaching Journal 4, no. 2 (May 2017): 191–205. http://dx.doi.org/10.1123/iscj.2017-0025.

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Research in coaching science continues to grow and as such, there is a need for rigorous tools to help make sense of the rapidly expanding literature. The purpose of this paper is to provide a detailed description of a systematic review methodology that can be used to summarise literature in coaching science. To do so, we present a test case of a systematic review we conducted on the sport coaching experiences of global Indigenous populations. More precisely, we conducted a systematic review of English, Spanish, French, Mandarin, and Portuguese peer-reviewed journal articles, spanning twelve databases (e.g., Sport Discus, ERIC, and Scopus) from 1970 to 2014. ENTREQ and COREQ guidelines were followed to report the results of the systematic review, and Bronfenbrenner’s ecological systems theory was used as a theoretical framework to extract and synthesise relevant findings from the included articles. In sum, this paper presents a robust methodology for systematically reviewing research in coaching science and provides practical insights for those who endeavour to conduct rigorous literature searches in this domain.

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Nasiopoulou, Panagiota. "Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices." Early Childhood Education Journal 48, no. 3 (October 4, 2019): 325–35. http://dx.doi.org/10.1007/s10643-019-00988-8.

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Abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.

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Pinquart, Martin, and Rainer K. Silbereisen. "Human development in times of social change: Theoretical considerations and research needs." International Journal of Behavioral Development 28, no. 4 (July 2004): 289–98. http://dx.doi.org/10.1080/01650250344000406.

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Although social change is diverse and ubiquitous, there is to date little research on the impact of social change on individual development, nor on the variables that may mediate and moderate this impact. This lack is, in part, based on insufficient consideration of psychological theories that may be applied to social change, but particularly on the lack of specific theories on psychological consequences of social change. In addition, methodological problems in measuring the complexity of social change have limited research on the consequences of social change on human development. With a focus on the effects of the breakdown of the communist system in Eastern Germany and Eastern Europe on individual development, the present paper analyses how prominent psychological theories can be applied to research on human development in times of social change, namely, Bronfenbrenner’s ecological paradigm, the transactional stress theory, and recent developments of lifespan theories of control and coping. A behavioural model is introduced that analyses developmental consequences of individual’s coping with social change. Finally, we discuss methodological implications for studying social change and set out future research needs.

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Smith, Nina, Jim Harper, Ché Smith, and Deja Young. "Don't shoot!: State-wide police shootings, adolescent risk-taking behaviors, and the historic influence of wealth." Advances in Social Sciences Research Journal 7, no. 7 (August 2, 2020): 640–53. http://dx.doi.org/10.14738/assrj.77.8653.

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The present study uses Bronfenbrenner’s ecological systems theory as a framework for understanding the influence of state-wide fatal police shootings and wealth on a host of adolescent risk-taking behaviors (i.e. sexual risk taking, tobacco use, drug use, alcohol use, and suicide risk). Using data from the Youth Risk Behavior Survey, associations were tested among black and white adolescents from five states (N=13,314). State-wide police shootings were positively associated with drug use, alcohol use, and suicide risk among black adolescents. In contrast, state-wide police shootings, alone, were not associated with any risk-taking behaviors among white adolescents. However, wealth mattered, such that increases in wealth were significantly associated with lower sexual risk-taking, drug use, and suicide risk for white adolescents. Wealth was only associated with lower alcohol use among black adolescents. Our results indicate that state-wide fatal police shootings may shape adolescent health in unfavorable ways – namely among Black youth. Wealth may serve as a buffer against the negative effects of state-wide fatal police shootings.

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Journal articles on the topic 'Bronfenbrenner’s ecological theory'

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