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The ecology of human development
... When creating and assessing health programs, in the realm of Diversity, Equity, and Inclusion (DEI) it is advantageous to apply Bronfenbrenners [1] Ecological Systems Theory. This framework offers insights into the elements that impact individuals within communities. ...
... The theory comprises the Microsystem, Mesosystem, Exosystem, and Chronosystems as its components. Bronfenbrenners [1] ecological System Theory encourages professionals to grasp the contexts of individuals by tackling issues concerning health, family dynamics, and community support systems [1]. By examining these connections within DEI endeavors we can assess how they either facilitate or hinder health interventions. ...
... The theory comprises the Microsystem, Mesosystem, Exosystem, and Chronosystems as its components. Bronfenbrenners [1] ecological System Theory encourages professionals to grasp the contexts of individuals by tackling issues concerning health, family dynamics, and community support systems [1]. By examining these connections within DEI endeavors we can assess how they either facilitate or hinder health interventions. ...
... In line with contextual models of human development, political development cannot be considered separately from environmental conditions. A prominent framework integrating the impact of contextual factors is Bronfenbrenner's ecological systems theory (Bronfenbrenner, 1979). According to this theory, individual development is shaped by experiences in various proximal environments (i.e., microsystems such as family, peers, or school) and their interplay (i.e., mesosystem). ...
... Accordingly, contextual approaches to human development underline that socialization processes are bidirectional. Individuals are not only affected by characteristics of their environment, but also significantly select and shape the contexts in which they find themselves (Bronfenbrenner, 1979;Sameroff, 2010). People are thus actors of their own development, in which opportunities for change do not only vary across a person's life span but also by historical and geographical context (Wilkenfeld et al., 2010). ...
... The study adds to the literature by showing that school experiences can help to mitigate prejudice in culturally homogeneous regions, in which opportunities for direct intergroup contact are rare. It thus also underscores the importance to account for macro-contextual conditions (see Bronfenbrenner, 1979), such as the extent of cultural diversity at the regional level. In contrast to the previous study, Study 5 shifts the focus to a culturally diverse environment, where schools serve not only as an important socialization context but also as a context of acculturation (Pevec & Schachner, 2020). ...
... Through Bronfenbrenner's Ecological Systems Theory (EST;Bronfenbrenner, 1979), the examination of the origins and maintenance of social stigmas provide a framework through which intervention and a case for the reconceptualisation of autism can be constructed. Framing the development and maintenance of social stigmas through EST provides a clear structure through which policy makers and interested parties are able to better understand the complexities involved in studying the social stigmas surrounding autism in Vietnam. ...
... Each societal level within EST is relevant to understanding the existence and maintenance of stigma associated with autism in Vietnam. At the lowest societal level -thus the closest in proximity to the individual in which the knowledge concerns -is the microsystem (Bronfenbrenner, 1979), which includes those in immediate social contact with the individual such as parents, siblings and carers. The mesosystem, the next societal level, considers the interactions between these players and methods through which they interact, such as school and community centres etc. (Bronfenbrenner, 1979;Guy-Evans, 2020). ...
... At the lowest societal level -thus the closest in proximity to the individual in which the knowledge concerns -is the microsystem (Bronfenbrenner, 1979), which includes those in immediate social contact with the individual such as parents, siblings and carers. The mesosystem, the next societal level, considers the interactions between these players and methods through which they interact, such as school and community centres etc. (Bronfenbrenner, 1979;Guy-Evans, 2020). The exosystem is the next societal level and identifies indirect systems which can influence the lower levels (Bronfenbrenner, 1979;Guy-Evans, 2020), such as legislation or the media. ...
This integrative literature review presents the analysis of social stigmas surrounding autism as being a valuable and effective way of understanding current conceptualisations of autism in Vietnam. Social stigmas are negative perceptions directed towards groups within a population who are perceived to differ from what is considered the societal norm, and are explored in this integrative literature review through the thematic analysis of articles, blog posts, and published interviews. This review explores how social stigmas are developed and maintained, framed within Bronfenbrenner’s Ecological Systems Theory, and provides a conceptual framework to understand how an increase of tolerance for autism can be encouraged. Encouraging tolerance through the tackling of social stigma maintenance can be achieved in a culturally sensitive manner, shown through the consideration of individual experiences of those within the autism community in Vietnam. Other previously stigmatised topics have been shown to have changed in recent Vietnamese society as now being more tolerated and accepted within society, suggesting that internal and external influences can bring about an increase in tolerance. The encouragement of a more flexible and tolerant view of autism could be brought about through a combined effort between the State and the media, education and the service sector, whilst prioritising the opinions of those within the autism community in Vietnam. A holistic approach to increasing tolerance, such as through the framework explored in this review, must be developed in order to be successful.
... The cultural competence model of Purnell (2002) and the ecological approach of Bronfenbrenner (1979), emphasize the significant role of the environment in shaping health behaviors, including breastfeeding. These frameworks illustrate how people are influenced by different levels of their environment, from global cultural diversity to immediate family interactions. ...
... Moreover, Bronfenbrenner's theory suggests that a nurturing environment increases the mother's confidence (self-efficacy), and positively influences breastfeeding practices. For example, mothers in environments that encourage breastfeeding are more likely to breastfeed, thus creating a circle of support for themselves and others around them (Bronfenbrenner, 1979). ...
During the period of postpartum happiness, 10-15% of mothers in the world face a mental difficulty, postpartum depression (PPD). The literature shows an association between breastfeeding and PPD. Preventing breastfeeding is connected to an increase in the tendency to PPD, and on the other hand PPD is found to be more severe among mothers who wanted to breastfeed and failed. What is the connection between breastfeeding and PPD? What is the effect of health education on breastfeeding among postpartum women? Does breastfeeding protect or aggravate? Currently, there are no studies that clearly confirm this relationship. The World Health Organization, 2023 emphasizes the importance of policies to promote breastfeeding. Breastfeeding has health and emotional benefits that affect society, the economy, the environment and the mental health of the public. Studies show that breastfeeding is associated with sociocultural affiliation, religious, cultural, social support, self-efficacy, and PPD. Factors influencing maternal behaviors. I am a public health nurse and lactation consultant. The article is a theoretical component of a doctoral thesis aimed at early identification of mothers in risk groups for unhealthy behaviors, providing a response to improve the quality of life and public health and saving future expenses for the health care system. In the article I will present literature, opinions that exist today on the subject and examine the meeting between breastfeeding and PPD. I will focus on the consequences of health education on the health of the mother and the baby in the world and in Israel.
... Notably, in this context, children's participation rates in sports activities decreased and rates of psychological stress increased (Dunton et al., 2020;Knight et al., 2022;Yelizarova et al., 2022). This study employs the ecosystem theory (Bronfenbrenner, 1979) to explain changes in student health behaviors in Guangdong, China during the pandemic from the microsystem to the exosystem level (Burns et al., 2015;Crawford, 2020); further, the study also integrates social cognitive theory to uncover how students adaptively changed their health behaviors under the joint influence of their family members and environments during this period. ...
... Ecosystem theory, developed by Bronfenbrenner (1979), examines how different environmental systems-from the family and school (microsystem) to broader societal and cultural contexts (macrosystem)-interact to influence individual behavior. This study applies ecosystem theory to explain how various levels of the environment impacted students' health behaviors during the pandemic. ...
Purpose : We investigated the impact of the COVID-19 pandemic on students’ physical exercise and health behaviors. Method : Employing a descriptive panel study, two on-site surveys were conducted at 32 primary schools in Guangdong Province before and during the pandemic to examine changes in physical health awareness, school sports, and family support in over 3,200 students. Results : Due to school closures and social distancing measures, family support significantly influenced the physical health promotion of students compared with that of their peers without support ( p < .01). Students’ perspectives on performing physical exercise also shifted postpandemic from focusing on grades to prioritizing health ( p < .01). Parents strategically adjusted their financial support, prioritizing sports equipment over rental venues and private sports coaching ( p < .01) and encouraging home exercise. Discussion/Conclusion : The study’s insights clarify how pandemics impact sports behaviors among students; thus, the findings inform strategies for promoting student health during large-scale crises.
... In the case of street children, disruptions within the family and lack of community or institutional support push them toward street life. The failure of these systems to provide stability and protection increases the likelihood that children will be forced onto the streets in search of survival [11]. ...
... Ecological Systems Theory explains how the lack of protective environments around street children makes them highly susceptible to such exploitation [11]. In Dire Dawa, where support systems are often stretched thin, these children remain on the margins, exposed to constant threats from traffickers, gangs, and exploitative employers. ...
This study, titled "From Home to the Streets: Identifying Factors Influencing Children's Vulnerability in Dire Dawa City Administration," aims to understand the complex issues surrounding street children in Dire Dawa. It identifies the primary factors leading to children's street involvement, examines the everyday challenges these children face, and evaluates the survival strategies they adopt. The objective is to bridge existing knowledge gaps by shedding light on the lived experiences of these vulnerable children, thus contributing to the formulation of support mechanisms that could alleviate their hardships and potentially help them break free from poverty and marginalization. A mixed-methods approach was employed to achieve a comprehensive analysis of the factors contributing to children's vulnerability. Data collection involved both qualitative and quantitative methods: personal interviews, focus group discussions, and observations provided qualitative insights, while structured surveys gathered quantitative data on demographics and socio-economic conditions. This dual approach enabled the study to capture both the individual experiences and broader societal trends influencing street children. Qualitative data was analyzed thematically to identify patterns, while descriptive and inferential statistics provided an empirical understanding of quantitative data, examining correlations between variables such as family income and street life. The findings highlight a range of factors contributing to streetism, including economic hardship, family instability, limited access to education, and lack of social support systems. These insights emphasize the urgent need for holistic, sustainable solutions to address the root causes of streetism. Recommendations proposed include expanding access to flexible education programs, strengthening family support systems, and introducing economic empowerment initiatives for the families of street children. Additionally, food security programs, safe shelters, social protection, and inclusive urban planning are essential to address the children’s immediate needs and long-term security. In conclusion, addressing streetism in Dire Dawa requires a multifaceted intervention strategy. Poverty alleviation, family support, and inclusive urban planning are vital to ensure that these children have opportunities for a stable future. The study’s recommendations offer actionable steps to improve the welfare of street children and foster their reintegration into society, thereby contributing to a more equitable and supportive community in Dire Dawa.
... We used the ecological systems theory (Bronfenbrenner, 1979;Crawford, 2020) to conceptualise the experience and perceptions of staff and patients within the context of PHCs and the broader social and health care systems. Ecological systems theory purports that a person's functioning and development must be understood within the different systemic layers that are nested and interdependent. ...
... The complexities that staff and patients have to navigate between themselves also stem from broader systemic factors. Ecological systems theory (Bronfenbrenner, 1979;Crawford, 2020) elucidates the interrelated and interdependent nature of the different systems (i.e., micro, mesosystem, exosystemic, macros, and chronosystem) and how these systems interact and affect the development and functioning of a person (Crawford, 2020). Our findings highlight that patients, staff, and PHCs should be understood from an interdependent systems perspective, within a resource-constrained context. ...
Despite extensive global efforts to prioritise and improve primary mental health care, challenges and opportunities within resource-constrained settings, particularly in low- and middle-income countries (LMICs) such as South Africa, persist. The study explored the barriers and opportunities in primary mental health care in a resourced-constrained setting in the Eastern Cape, South Africa. Moreover, and based on the rationale, the study explored how staff and patients within a low-resource community experience and perceive mental health care at a primary health level. Using a qualitative method, semi-structured interviews were conducted with 24 participants (patients = 11, staff = 13), recruited using purposive sampling. Thematic analysis of the data revealed three overarching themes: (1) Challenges and opportunities, (2) Medication and admission, and (3) Mental health is misunderstood. The findings suggest that patient experiences of mental health care in primary health clinics are complex, approaches to mental health care are predominantly pharmacological and that mental health stigma persists. The findings indicate the need for integrative approaches to mental health care and improved mental health literacy in communities. They also align with the key action areas outlined in the National Mental Health Policy Framework and Strategic Plan (2023-2030). However, decisive governmental investment, implementation, and leadership are necessary. Future research, through systems approaches and implementation science, should focus on enhancing primary health clinic experiences, expanding mental health care provision through various community-based implementation strategies, such as task-sharing, low-intensity psychological interventions, and implementing mental health literacy initiatives to mitigate the impact of mental health stigma.
... Friendship quality reflects an individual's evaluation of the degree of security, companionship, help, closeness, and conflict from friends (Bukowski et al., 1994). Bronfenbrenner's (1979) ecosystem theory emphasizes that both families and peers are crucial micro-systems in shaping adolescent behavior and development. The quality of friendships, in particular, becomes critical for adolescents' successful socialization and self-identification (Gasser et al., 2021). ...
... These findings help us further understand the relationship between family rituals and friendship quality and help relevant institutions take measures to further value the importance of family rituals in the healthy growth of the individual's body and mind. At the same time, the conclusions of this paper coincide with ecosystem theory (Bronfenbrenner, 1979), which treats children not in isolation but with attention to the environment and other important people in the child's life, Family rituals provide children with opportunities to engage in portfolio and group activities that have been shown to contribute to vocabulary enrichment, social skill building, and later academic achievement (Spagnola & Fiese, 2007). ...
Adolescence is a critical period for individual’s social and emotional development, and family rituals can significantly enhance the friendship quality among adolescents. Despite this, the psychological mechanisms underlying this relationship remain unclear. This study investigated the relationship between family rituals, perceived parental support, meaning in life, and friendship quality from the perspective of the transformational model of adolescent development. A sample of 857 high school students completed measures on family rituals, perceived parental support, meaning in life, and friendship quality. Maximum likelihood structural equation modeling (SEM) was used to evaluate the model and analyze the data. The findings indicate that family rituals are positively correlated with perceived parental support and friendship quality. Furthermore, the influence of family rituals on friendship quality is mediated by perceived parental support and meaning in life. These results offer valuable insights into how family rituals impact adolescents’ social relationships. Limitation, significance, and future research direction were also discussed.
... Based on Astin's argument, I recognize that the environment at the university, the research community and the supervision process contribute to completing writing dissertations. Bronfenbrenner (1979) proposes ecological systems theory, and I consider it an extension of PE theory. I argue that not only the immediate environment of a scholar but several other systems influence their academic environments. ...
... The macrosystem is the third system in Bronfenbrenner's (1993) ecological model of human development. I interpret Narul's struggle with data interpretation and developing themes related to his socio-cultural norms since he was never exposed to academic writing before, i.e., in his school and college education (Bronfenbrenner, 1979). ...
In this autoethnographic study, I explore research scholars' emotional and psychological challenges while preparing their dissertations. To gather data, I reflect on my experience supervising three M Phil in English Language Education students at a university in Nepal. These scholars faced difficulties from the initial stages of preparing their dissertation proposals to defend their dissertations and went through a range of experiences, from trauma to satisfaction. To better understand the scholars' perspectives on dissertation writing, I examined McCann and Pearlman's (1990) theory of vicarious trauma, Astin's (1999) theory of person and environment, and Bronfenbrenner's (1979) theory of ecological models of human development. The study revealed that scholars often experience depression and trauma at certain stages of dissertation writing. This study highlights the crucial role of the supervisor, not just in academic matters but also in the mental well-being of scholars. The insights contribute to the discourse on how personal characteristics and environmental factors influence an individual's academic development. It emphasizes the importance of the supervisor's role in understanding scholars' needs and interests to create a suitable research environment for struggling scholars.
... The developmental model behind the study is based on ecological systems theory (Bronfenbrenner, 1979), which posits that a child's development is influenced by multiple layers of their environment, with the family (microsystem) being one of the most critical. In this context, the sibling family structure represents an essential aspect of the children's immediate environment, which may be associated with their emotional development. ...
... Additionally, long-term studies examining how the influence of sibling relationships changes at different stages of development-such as middle childhood or adolescence-would provide further insight. Moreover, adopting an ecological systems framework (Bronfenbrenner, 1979) would enhance our understanding of how different layers of a child's environment (family, school, peers) interact to shape emotional development. For example, future research could investigate how parental involvement, socioeconomic factors, or even peer relationships mediate or moderate the effect of sibling dynamics on EU. ...
The objective of the study was to investigate the impact of sibling family structure —including the number of children, age gaps, presence of a twin, sibling position, and gender composition — on emotion understanding and its development in children aged 5–6 years. A total of 409 preschoolers participated. Emotion understanding was assessed using The Test of Emotion Comprehension at the baseline and then again at a 1-year follow-up. In addition to the primary variables, executive functions (comprising visual and verbal working memory and cognitive flexibility) and non-verbal intelligence were controlled for in the analysis. We used the Dimensional Change Card Sort task to assess cognitive flexibility, the Sentence Repetition and Memory for Designs subtests of NEPSY-II to measure verbal and visual working memory, respectively, and Raven’s Coloured Progressive Matrices to assess non-verbal intelligence. Sibling data were obtained from the parent surveys, while psychological assessments were administered to children by psychologists. While sibling family structure influences emotion understanding, it does not significantly affect its development over a year. A more advanced reflective emotional understanding is associated with higher cognitive flexibility and having a younger sibling, compared to other sibling positions. The results of this study offer additional knowledge for parents, educators, family therapists, and child psychologists seeking a deeper understanding of emotional development in children. These professionals can design interventions and programs that leverage sibling and peer relationships to foster emotional development, encourage collaboration through age-diverse activities, and promote caregiving roles to enhance family and group dynamics.
... In this article, we define the neighbourhood according to the perspective of the ecological theory of Bronfenbrenner [20], i.e. as a microsystem. A neighbourhood is essentially a unit representing a group of people living together in proximity, forming a social system of interrelations. ...
... These considerations relate to the structural and cultural dimensions of life in neighbourhoods (see Fig 1 below, which gives an overview about the different perspectives we see as relevant for climate action on the neighbourhood level). In addition to its physical and cultural dimensions, a microsystem is also an integrated system of activities, "roles, and interpersonal relations experienced by the developing person in a given setting with particular physical and material characteristics" [20]. Moving towards the more institutional dimensions, we can observe that the neighbourhood is the place where a lot of everyday face-to-face communication takes place: Everyday problems are discussed, especially if connected to the neighbourhood or if it affects multiple persons in this neighbourhood. ...
This paper takes a multi-perspective approach to understand drivers and barriers of climate action on the neighbourhood level. We start with the assumption that climate actions on the level of citizens are most motivating and promising, when conducted jointly within established social systems like neighbourhoods. A survey implemented in neighbourhoods (3 in Austria, 2 in Norway, 2 in Italy, 2 in Finland). The neighbourhoods were partly in rural communities (4) and partly in urban or semi-urban areas (5). In total, 1.084 answers were retained between summer 2022 and summer 2023. The impact of factors from the different perspectives on the self-reported number of implemented climate actions were tested in a stepwise structural-equation-modelling-approach. The analyses show that intentions to act both on the individual and collective level impact climate actions as represented by behaviour in four domains (travel, diet, protest, and general climate action) implemented by citizens in the neighbourhoods, but individual intentions are more important. In addition, local cultural aspects have an impact on climate action, as indicated by the two extremely rural Finnish neighbourhoods being different on many variables. On the socio-structural level, males and households with younger children report less climate action, whereas larger households in general and people with university degree report more. Intentions to act individually are mostly determined by perceived individual efficacy and attitudes, but also selected cultural and socio-structural factors. Collective intentions to act depend on the social capital in the neighbourhood, collective efficacy, and social norms, as well as selected socio-structural and cultural factors. Concluding, this paper emphasises that in order to understand and stimulate climate-related action of citizens, the individual, collective, cultural and socio-structural factors must be taken into account and that the level of neighbourhoods, where everyday action takes place, is a relevant unit of analysis to do so.
... O bullying escolar é um fenômeno complexo que pode afetar profundamente a vida dos estudantes. A abordagem da teoria do ecossistema, desenvolvida por Bronfenbrenner, U. (1979), oferece um quadro conceitual para entender os fatores que contribuem para o bullying em diferentes níveis ambientais, desde o individual até o microssistema da sociedade. ...
... O bullying escolar é um fenômeno complexo que pode afetar profundamente a vida dos estudantes. A abordagem da teoria do ecossistema, desenvolvida por Bronfenbrenner, U. (1979), oferece um quadro conceitual para entender os fatores que contribuem para o bullying em diferentes níveis ambientais, desde o individual até o macro sistema da sociedade. ...
Este artigo acadêmico tem como objetivo investigar os fatores do bullying escolar sob a perspectiva da teoria do ecossistema. O bullying escolar é um fenômeno complexo que afeta negativamente a vida dos alunos, e compreender os fatores que contribuem para o seu surgimento é fundamental para o desenvolvimento de estratégias de prevenção e intervenção eficazes. Neste estudo, busca-se analisar os diferentes níveis do ambiente escolar, como o microssistema, mesos sistema, exossistema e macros sistema, e como eles interagem para influenciar o bullying. A metodologia de pesquisa adotada é de natureza qualitativa e análise de documentos. A escolha desse método se justifica pela necessidade de explorar as experiências e percepções dos estudantes, pais, professores e profissionais da área educacional, a fim de obter uma compreensão aprofundada dos fatores envolvidos no bullying escolar. Foram realizadas pesquisas em bases de dados acadêmicas, como Scopus e Web of Science, utilizando palavras-chave relevantes para o tema. Os artigos selecionados foram analisados e sintetizados para fornecer uma visão abrangente dos fatores do bullying escolar a partir da perspectiva do ecossistema. Conclui-se o bullying escolar está intimamente relacionado ao ambiente em que o indivíduo vive. Muitos pesquisadores usaram perspectivas socioeconômicas, incluindo o foco na família, no ambiente familiar, no clima escolar, nos fatores da comunidade, no status dos pares e na influência dos pares. São destacadas as limitações do estudo e são fornecidas sugestões para pesquisas futuras, visando aprofundar e expandir o conhecimento sobre os fatores do bullying escolar e suas relações com os ecos sistema escolar.
... It aims to capture the multidimensional nature of student wellness and the contextual complexities inherent in international education during remote learning. Bronfenbrenner's (1979) bioecological model emphasizes the intricate interactions between individuals and the multi-layered environmental systems that impact their growth and development. In the conceptual framework, the microsystem included students' direct interactions with family and friends in their home country, as well as advisors, peers, and instructors in the host country. ...
The sudden shift to emergency remote teaching during the COVID-19 pandemic left higher education institutions unprepared to address the diverse needs of international students. While much of the existing research has broadly identified the challenges international students faced, there has been limited focus on in-depth exploration of the impacts on their well-being and stress-coping, particularly for those studying remotely from their home countries. This qualitative study examines the emergency remote learning experiences of fifteen Chinese international doctoral students enrolled in U.S. institutions while living in China during the pandemic. Drawing on semi-structured interviews and social media posts, the study explores the impact of various stressors from cross-border learning contexts on students’ physical, emotional, social, and academic well-being. In response to these challenges, Chinese international doctoral students developed a range of coping strategies, from self-regulation to seeking social-emotional support. However, many also engaged in negative coping due to inadequate support from institutions and instructors. This study contributes to a deeper theoretical understanding of how contextual factors, particularly social and geopolitical influences, shape the learning experiences and stress-coping mechanisms of international doctoral students in remote settings. Additionally, it provides practical recommendations for higher education institutions to incorporate a more humanizing and empathetic approach in future remote learning programs and emergency responses.
... In addition to these practices, practice and policy approaches must reflect multisystemic and ecological perspectives to examine the systems in which young people experience ableism and sexual oppression. Practices using multi-systemic and ecological perspectives (Bronfenbrenner, 1979) may promote interventions and advocacy responses at each system level. These practices may include advocacy across systems that respond to the multi-systemic barriers experienced by young people in this study in their journeys to sexual well-being. ...
Sexual well-being has long been an area of societal exclusion for disabled people. This exclusion includes control over bodies and relationships, access to representations and public spaces, and autonomy regarding identity choices, lifestyles, and experiences. Innovative and anti-ableist approaches are needed to support sexual well-being among young disabled people. This phenomenological study aimed to explore how social workers can support journeys to achieve sexual well-being from the perspectives of young disabled people. A total of 24 semi-structured interviews were carried out with individuals between the ages of 17 and 24 in Ontario, Canada, who identify themselves as disabled and have had prior interactions with a social worker. The participants had a range of disabilities, including developmental, physical, and mental health. The majority of participants reported having more than one disability. Participants reflected on practice approaches they appreciated when social workers supported them with areas related sexual well-being. More so, they envisioned and recommended various aspects to improve the care and support from social workers. Their suggestions for social workers included increased time and space to develop a therapeutic relationship, unlearning ableism and practicing sex-positivity, accounting for the diverse lived experiences of disabled people, increasing disability representation in social work, and providing and brokering accessible and holistic practice approaches services. This study highlights the importance of holistic and comprehensive social work practice, including sex-positive approaches and multidisciplinary care.
... For instance, high social support may prevent academic stress from developing into a stress-related problem in the students as compared to the students with low social support. Further, the Ecological Systems Theory, proposed by Bronfenbrenner (1979), suggests that it is crucial to take into account the contextual factors and settings within which students' experiences of academic pressure take place. This theory holds that students' health is a product of relations between the microsystems, which include the family, school, and community. ...
The purpose of this study is to understand the effects of China’s Double Reduction policy on stress and wellbeing of middle school students. This aims at assessing the consequences of the Double Reduction policy in China for middle school learners not only in terms of academic stress. They reveal how academic stress interferes with different aspects of human functioning that include cognitive and physical health and perceived well-being. In addition, it explores the moderating effect of the Double Reduction policy on the association between self-rated health and student academic quality. The main goals of the research include the assessment of the Double Reduction policy and its effects in moderating the level of academic stress among the middle school students in China. Besides it also determines the impact of load decrement on academic performance, in addition to valuing different measures of wellbeing such as mental, physical health and life satisfaction. Additionally, it also explores the moderating effect brought by academic quality in the relationship between the Double Reduction policy and students’ well-being. More specifically, 209 students were hired for the sample and regression analysis was employed in assessing the policy called the Double Reduction policy in which the stress level was found to have been significantly decreased with the well-being of students enhanced as well. The results derived from regression analysis pointed to the great extent of predictive validity. This study also identifies understanding to mean both academic success for students and student care in order to relieve student pressure. The future studies should adopt the longitudinal research designs, subjects of different education levels and employ the objective measures to complement and extend these findings.
... Guided by Eck (1993), the interfaith learning and development (ILD) model defines pluralism as "an orientation that is at once attitudinal and behavioral-it reflects openness, respect, and empathy toward others as well as active efforts to learn from and work with people of other worldviews in the interest of advancing social change" (Mayhew & Rockenbach, 2021, p. 6). The ILD model draws from myriad theoretical frameworks and perspectives (e.g., Astin, 1984;Berger & Milem, 2000;Bronfenbrenner, 1979;Hurtado et al., 1998;Pascarella & Terenzini, 2005;Weidman, 1989) to explain students' pluralism development in light of their identities and the culture and climate of the environments they experience. In the model, pluralism orientation in college is an ILD outcome shaped by the relationships among students' characteristics and precollege interfaith experiences, interfaith learning environments (national, institutional, relational, disciplinary), and student interfaith engagement behaviors (formal and informal, academic and social interfaith engagement; see Figure 1). ...
Using data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey, this study explored whether pathways to pluralism orientation among college students differed by their gender identities. Our sample consisted of 5,762 participants from 118 campuses of different types (public, private nonsectarian, and religious). Our conceptual model, based on the Interfaith Learning and Development Model (Mayhew & Rockenbach, 2021) and guided by queer (Abes & Kasch, 2007; Sullivan, 2003; Wilchins, 2004) and intersectionality (Collins, 2019; Crenshaw, 1989, 1991; Singh, 2015) theories, underscored the importance of students’ multiple identities; institutional, disciplinary, and relational contexts; and interfaith engagement opportunities in college students’ pluralistic outcomes. Our multilevel models demonstrated that some experiences in college shape pluralism development in ways that differ by gender identity. We discuss research, policy, and practice implications to serve students’ unique needs and support their pluralism development.
... The person-in-environment perspective [24,25] and cumulative life course adversity models [26,27] served as the conceptual framework for our study examining various individual and environmental risk and protective factors of IPV among South Korean young adults. While individuallevel factors largely influence individuals' thoughts and behaviors, Bronfenbrenner's ecological systems model advanced a more comprehensive approach to understanding humans' growth and development within their physical and social environments [28]. Previous studies on IPV have suggested the need to integrate a multilevel approach when exploring the causes of violent behaviors and implementing intervention programs by identifying community-and environmental-level risk factors [24]. ...
Intimate partner violence (IPV) is most prevalent in young adults, yet scarce evidence is available regarding South Korean young adults’ experience of IPV and culturally tailored IPV prevention programs. To address this gap, this study aimed to holistically assess IPV victimization and perpetration rates and the related risk and protective factors among Korean young adults. Using online survey data from 600 Korean young adults using simple random sampling, this study found that the lifetime prevalence of both IPV victimization and perpetration was about 30%. Both IPV victimization and perpetration had affected over 20% in the past 12 months. Independent variables in multiple logistic regression models explained 18% and 23% of variances in lifetime IPV victimization and perpetration, respectively. Korean young adults who reported more depressive symptoms were more likely to report IPV victimization. Those who reported more alcohol consumption, traditional attitudes about gender roles, being more tolerant of IPV, and poorer physical health status were also more likely to commit IPV. However, those who had experienced family neglect were less likely to report IPV perpetration. The findings of this study highlighted that childhood adverse experiences minimally explained IPV and that alcohol consumption, mental health, and attitudinal variables should be targets of IPV prevention among Korean young adults.
... This section explores the concepts of teacher professional well-being (PWB) and occupational anxiety (OA), with a focus on Chinese EFL teachers, using Bronfenbrenner's (1979) ecological framework to examine the multifaceted nature of these phenomena. Teachers' PWB, encompassing physical, psychological, and social dimensions, reflects their overall satisfaction with their professional lives. ...
This study investigates the impact of China’s Double Reduction policy on the occupational anxiety (OA) and well-being of English as a Foreign Language (EFL) teachers in secondary schools in Shenzhen. Through interviews with six EFL teachers, the research identifies three main sources of increased workload: the introduction of after-school services, changes in homework design, and the expansion of teaching content. The findings reveal that these changes have led to significant stress, role ambiguity, and pressure from both parents and educational institutions. Despite the policy’s intent to reduce student workload, teachers reported an increase in their responsibilities, resulting in heightened OA and job dissatisfaction. The study also explores coping strategies, such as rest, relaxation, and institutional support like collective lesson planning and flexible work arrangements. However, it underscores the importance of systemic interventions, including professional development and clear policy implementation, to alleviate teacher stress. The research highlights the critical need for comprehensive support systems to safeguard teacher well-being and ensure the effective implementation of educational reforms.
... Lee & Han, 2003). (Ecological Systems Theory; Bronfenbrenner, 1979) , Belsky (1980) . , , , . ...
Objectives: This study aimed to explore distinct longitudinal trajectories of parental abuse during adolescence and to identify predictors that classify these distinctive latent class trajectories over time.Methods: Data were sourced from waves 2 to 6 of the Korean Children and Youth Panel Survey 2010, covering a five-year period from 8th grade to 12th grade. A total of 2,313 adolescents were analyzed. Growth mixture modeling was used to identify different trajectories of parental abuse, followed by multinomial logistic regression to examine predictors that distinguish these trajectories.Results: The quadratic model provided the best fit, identifying three distinct trajectories: low-worsening, high-chronic, and moderate-declining. Key predictors that distinguished the chronic group from the worsening group included gender, smartphone dependence, aggression, and delinquency. Moreover, gender, smartphone dependence, aggression, and household income were significant predictors in differentiating the worsening group from the declining group.Conclusion: The results emphasize the necessity for ongoing monitoring and intervention for adolescents who experience abuse by parents, regardless of whether it is chronic or mild, but worsening. Comprehensive interventions are essential to address the diverse factors that affect changes in parental abuse throughout adolescence. This highlights the importance of understanding both individual and familial factors in preventing and mitigating abuse.
... This study was guided by the Social Ecological Theory, which offers a holistic approach to understanding health behaviors. This theory posits that human behavior is shaped by the interaction of multiple levels of influence, including individual, family, community, and societal factors [26]. In examining alcohol use among primary-school-aged children, the Social Ecological Theory allows us to explore not only the individual characteristics of the children but also the impact of family dynamics, peer relationships, school environments, and broader social and cultural contexts [27,28]. ...
Background
Alcohol use among children in low-resource settings has received limited attention. This study investigated the prevalence of and biopsychosocial factors associated with alcohol use among children aged 6 to 13 years enrolled in primary education in Uganda.
Methods
This cross-sectional study conducted in primary schools within Mbale district, employed stratified random sampling to select 470 child-parent dyads. Screening for child alcohol consumption utilized the validated Ugandan (Lumasaaba) version of the Car, Relax, Alone, Forget, Family/Friends, Trouble (CRAFFT) tool. Alcohol Use Disorder (AUD) was diagnosed using the AUD module of the Mini International Neuropsychiatric Interview for children and adolescents (MINI KID). Logistic regression analysis explored associations between alcohol consumption (CRAFFT cut-off score: 1 or more) and biopsychosocial factors (age, sex, nutrition, family dynamics, socioeconomic indicators, and school environment). Data analysis utilized STATA-17 statistical software.
Results
The median age of the participants was 11 years, with an interquartile range (IQR) of 9 to 12 years and a male to female ratio of 1:1.3. The screened prevalence of alcohol consumption among the children in the past 12 months was 25.2% (95% CI: 21.4–29.4) and 7.2% (95% CI: 5.1–10.0) were diagnosed with AUD. The study found a comparable prevalence of alcohol use between boys (25.0%, 95% CI: 19.4–31.5) and girls (25.4%, 95% CI: 20.0-31.1). Age-specific variations indicated that early adolescents (10 to 13 years), were more likely to consume alcohol 28.1% (95% CI: 23.5–33.3) compared to pre-adolescent children (6 to 9 years) 17.6% (95% CI: 11.9–25.1) in the past 12 months. Factors associated with alcohol use included single-parent households, lower caregiver education, low socioeconomic status, maternal drinking, food insecurity, under-weight, physical discipline by parents, peer influence, rural school attendance, and the school environment.
Conclusion
The prevalence of alcohol consumption among children in Mbale district, eastern Uganda was high with one-in-four primary-school-children aged 6 to 13 years consuming alcohol in the past year, and no significant gender differences. It highlights various interconnected factors associated with alcohol use among school-aged children. We recommend awareness campaigns at all levels, stricter implementation of alcohol policies, school prevention programs, and family-focused and socio-economic interventions. Nationwide school surveys should target pre-adolescent alcohol use.
... From the 1970s onward, in Psychology, Urie Bronfenbrenner introduced a systematic and ecological approach to understanding human development, detailed in his work "The Ecology of Human Development: Experiments by Nature and Design" (Bronfenbrenner, 1979). Bronfenbrenner proposed that human development results from complex interactions between the individual and their historical-social and cultural contexts, emphasizing the interconnection of different ecological systems that influence and are influenced by the individual. ...
This theoretical study explores the complex interplay between interpersonal dynamics and cultural ecosystems, emphasizing how individuals shape and are guided by their sociocultural environments. Utilizing the Cynefin framework, the paper delineates between complicated and complex scenarios, advocating for continuous experimentation in managing the latter. The modern origins and significance of cultural ecology are traced, highlighting the importance of symbolic systems in guiding human behavior and development. We also examine the dynamic nature of cultural contexts and their influence on psychological processes, stressing the value of an ecological-cultural perspective for integrative analyses. In applied settings like clinical psychology and education, recognizing the interaction between cognitive, emotional, and physiological processes is crucial for effective interventions. The discussion extends to intrapsychological processes, internalization, and the recursiveness of signification, illustrating how emotions and cognitive distortions impact decision- -making and behavior. The study advocates for microgenetic analysis to understand the formation and evolution of prosocial values in educational environments. We conclude by integrating diverse psychological knowledge to offer a comprehensive approach.
... The relationship between QEL and academic performance (AP) is not direct; it is mediated by the student's ability to balance their personal, academic, and digital lives (Chen & Li, 2021). This mediating role of SLB can be explained using the Social-Ecological Model, which recognizes that individual behaviors are influenced by multiple layers of factors, including personal, interpersonal, institutional, and societal contexts (Bronfenbrenner, 1979). In this model, SLB is an individual-level factor that impacts how students interact with their academic environment and manage the pressures of both personal and academic life (Stewart & Davis, 2021). ...
This study examines how student life balance (SLB) mediates the relationship between Quality E-lifestyle (QEL) and academic performance (AP) among Generation Z students in Bangladesh, applying a resource economics framework. Using survey data from Bangladeshi university students, the study employs structural equation modeling (SEM), along with correlation, regression, and bootstrapping techniques, to explore the mediating role of SLB. Results reveal that QEL significantly enhances SLB, which in turn positively impacts academic performance. SLB is confirmed as a critical mediator in the QEL-AP relationship. Focused on Bangladeshi students with cross-sectional data, the study encourages longitudinal research for broader insights. The study highlights the importance of managing digital habits to optimize academic outcomes. Institutions should implement strategies to enhance SLB and digital well-being, supported by policy interventions for balancing academic and personal responsibilities. This research uniquely explores SLB's mediating role in the QEL-AP dynamic, contributing significantly to literature on digital lifestyle, academic performance, and resource economics among Generation Z.
... As explained by the Ecological Systems Theory (Bronfenbrenner, 1979) developed by Urie Bronfenbrenner, multiple environmental systems (family, school, culture) interact to influence development and learning, indicating that external factors play a significant role in academic performance rather than demographics or learning strategies. According to Ding-yao (2020), motivation and socioeconomic status are the most influential factors in the English subject academic performance of students. ...
This study explores the impact of various learning strategies on English academic performance among junior high school students at Mindanao Mission Academy during the 2024–2025 school year. The research specifically aims to identify the types of learning strategies used, find out the significant relationship between the types of learning strategies utilized and the English subject academic performance, to state if specific learning strategies predict English subject academic performance among different demographic groups (age, gender, and grade level) of junior high school students at Mindanao Mission Academy. Using a descriptive-correlational design, 482 students responded using the Academic Learning and Cognitive Resource Assessment (ACRA) developed by Román & Gallego (1994) questionnaire to assess the academic learning strategies and cognitive resource of the students. The academic performance was based on their first grading grade in English subject. Furthermore, Albert Bandura’s Social Learning Theory, Alice Eagly’s Social Role Theory, and Wilder Penfield’s Critical Period Hypotheses, including others were used to support the findings. Results indicate that structured study habits show significant correlations with higher academic performance (Estimate = 2.300, SE = 0.523, t = 4.397, p < .001), highlighting study habits as a key contributor to improved English subject academic performance, while other strategies showed limited predictive power. Gender-based differences were observed in the impact of microstrategies (Estimate = -2.612, SE = 1.271, t = -2.055, p = 0.040), suggesting a variation in how these strategies impact academic outcomes. The study also found that demographic factors—such as age, gender, and grade level—do not significantly predict the learning strategies on English performance. These findings emphasize the need for refinement in educational approach of institutions not just in teaching learning strategies but also improving learning environments. Implementing individualized support and collaborative learning opportunities can improve English academic performance. These results have implications for institutions incorporating better programs, tailored to improve English proficiency of students.
... Developing a more comprehensive understanding of how schoolbased and online support intersect in relation to adolescent mental health is not only important from a practical perspective, but also from a theoretical perspective. Socioecological models conceptualise adolescent mental health difficulties as the product of multiple complex interactions between the adolescent and multiple interrelated environmental systems (Bronfenbrenner, 1979;Navarro & Tudge, 2023 ...
Background
Adolescents' engagement with online mental health support (e.g., apps, social media) may affect their engagement with traditional support, including in schools. However, research has typically considered engagement with online‐ and school‐based mental health support separately meaning the mesosystemic interaction between the two is overlooked. Using co‐produced exploratory qualitative methods, the present study explored adolescents' and adult stakeholders' perceptions of how and why adolescents engage with school‐based and online mental health support, the interaction between these two modalities, and the associated risks and opportunities.
Methods
A youth advisory board (n = 4; Age = 18–25) co‐created data collection methods, ethics procedures, and data analysis. For the main phase of data collection, 27 adolescents (Age M = 15.42, SD = 1.58, Range = 12–18, Girls = 73.1%, White = 84.6%) with mental health difficulties who had engaged with online support while at school were recruited from across England. Participants chose to participate in an interview (n = 10) or focus group (n = 17, 5 groups). In addition, interviews were conducted with 12 adult stakeholders who worked in fields related youth mental health.
Results
Data was analysed using template analysis resulting in four themes; (a) Support is abundant, but accessing what you need when you need it is tough, (b) Human connection is vital and can be achieved in diverse ways, (c) Striving for autonomy and control, (d) Navigating credibility and trust across contexts.
Conclusions
Different types of support met adolescents' needs in different ways, and each offered relative strengths and weaknesses. Findings highlight how adolescents value autonomy and choice when engaging with support, using multiple different sources of support in complementary and self‐directed ways to meet their needs. Several challenges were identified across settings, which could be overcome through increased collaboration. This improved collaboration has potential to improve the quality of support available to adolescents.
... Microsystem includes the daily interactions between a child and family, mesosystem includes the interaction between two microsystems (such as family-child and school-child), exosystem includes frames with an indirect effect on the development of human beings (such as the working status of the family), and macrosystem includes social and cultural values in the development of the human being. Finally, the chronosystem defines the sociohistorical conditions in which the chronosystem occurs (Bronfenbrenner, 1979(Bronfenbrenner, , 1994. ...
This study investigates mothers’ views about the Covid-19 pandemic and how they affect these things and their feelings. The study group includes 58 mothers who have 36-72 months old children. The phenomenological method used in qualitative methods was used in the study, and data were collected by semi-structured interview method. The study data were collected from mothers using the ZOOM online meeting program in the 2020-2021 fall semester. The interview form includes the personal information part and questions to investigate parents' views and feelings about the covid-19 pandemic—the data of the study analyzed by using the MAXQDA software. According to the findings, mothers' views on the COVID-19 pandemic process focus on order change and anxiety-fear. Many mothers stated that they were negatively affected by the pandemic process due to uncertainty and anxiety about losing their loved ones. It would be useful to consider mothers' thoughts and feelings about the pandemic process from different dimensions, affecting children's perspectives on the process.
... Several scholars have posited theories and models such as the ecological theory (Bronfenbrenner, 1979;Lawton & Nahemow, 1973) and the environmental competence-press model (Lawton et al., 1982), which discuss the relationship between the physical environment and human behaviour in aging. Additionally, other environmental gerontology frameworks provided a broader recognition of the complexities involved when material, social, psychological, and biological facets are considered central to the experience and exploration of belonging and agency that impact identity and autonomy in later life (Wahl & Oswald, 2010). ...
... Building on Bronfenbrenner's bioecological model (Bronfenbrenner, 1979), the complex social ecology model (Skinner et al., 2022) was developed to provide a conceptualization of the "collective influences" that social partners (e.g., parents, peers, teachers) may have on youth development and academic functioning (see Figure 1A). This model comprised three microsystems (i.e., family, peer, school), each containing specific "proximal processes" between the youth and the social partners involved. ...
It is often assumed that relatedness with peers and teachers are two developmental factors whose effects are independent of each other. Preliminary research nevertheless suggests that the combined effects of peer and teacher relationships may manifest in various ways, resulting in positive or negative outcomes based on the degree and direction of imbalance in relatedness levels across social partners. Relatedly, complex social ecology models have underlined the importance of analyzing such combined effects; however, there has been limited research proposing operationalizations of such processes. The present research aims to address the substantive issue of how peer and teacher relatedness intersect in influencing well-being and school engagement by introducing a novel methodological framework for operationalizing complex social ecology, specifically cubic response surface analysis. The validity of this substantive-methodological synergy was examined in Study 1 (N = 643 students, 75% female, aged 15–18) and cross-validated in Study 2 (N = 493 students, 66% female, aged 10–18) with a focus on various combinatory processes related to school relatedness. Overall, results suggested that peer relatedness was beneficial to student well-being and engagement when accompanied by teacher relatedness. However, there was limited support for the positive effects of peer relatedness in the absence of teacher relatedness. Conversely, teacher relatedness was sufficient to foster school engagement, yet it did not contribute to well-being in the absence of peer relatedness. The implications highlight the interdependency of both peer and teacher relatedness in fundamental research and interventions and emphasize the added value of cubic response surface analysis for investigating intricate dynamics within complex social ecologies.
... In contrast, this study is grounded in the social cognitive theory, considering the duration of parental short video usage as an environmental and cognitive factor influencing children's behavior and attitudes [44,46]. Integrating the Ecological Systems Theory, this study views parental short video usage duration as a part of the "microsystem," a key component within the family that plays a crucial role in the child's growth and development [15]. Specifically, parents' short video usage significantly shapes children's values and behavioral guidelines [19]. ...
Short videos have gained widespread popularity among elementary school students in China. As a form of entertainment media, their usage has steadily increased among adolescents in recent years. This phenomenon has sparked extensive discussions in society, especially against Chinese parents’ high concern for their children’s academic performance. Therefore, this study collected 1052 valid questionnaires from elementary school students, attempting to explore the possibility that their short video usage might negatively impact their academic performance. Besides, the mechanism of this relationship was also examined from the perspective of children’s attention and environmental factors of parents’ short video usage. The research findings indicate that the more elementary school students use short videos, the lower their academic performance, with attention mediating in this relationship. The longer the parental short video usage duration, the exacerbating effect it has on elementary school students’ negative impact on attention caused by short video usage due to its positive moderating effect. This study provides crucial insights for parents, educators, and short video platforms, offering valuable references for formulating more scientifically and logically grounded educational strategies.
... Según la teoría ecológica de Bronfenbrenner (1979), el desarrollo humano, incluyendo el rendimiento académico, debe abordarse de manera sistémica e integral, considerando la interacción dinámica entre la persona y los diversos ambientes en los que se desenvuelve. Bronfenbrenner enfatiza que el desarrollo y el éxito o fracaso académico no pueden comprenderse sin considerar los diversos factores y niveles de influencia interconectados, desde lo individual hasta lo sociocultural (Bronfenbrenner, 1979). Lewin (1988) destacó la importancia de la cohesión grupal para el rendimiento del grupo. ...
El impacto de la cohesión grupal en el rendimiento académico es crucial para entender cómo las dinámicas sociales dentro de los grupos de estudiantes pueden influir en su éxito académico, lo que podría ayudar a desarrollar intervenciones educativas más efectivas en el futuro. Pregunta de investigación: ¿Qué impacto tiene la cohesión grupal en el rendimiento académico de los estudiantes del nivel Técnico Superior Universitario? Objetivo: Indagar el impacto que tiene la cohesión grupal en el rendimiento académico de los estudiantes. Metodología: Se utilizó un enfoque cuantitativo de alcance correlacional con un diseño cuasiexperimental, por conveniencia, incluyendo estudiantes del tercer cuatrimestre. Se realizaron mediciones antes y después de la intervención para evaluar los cambios en la cohesión grupal y el rendimiento académico, aplicando el test Group Environment Questionnaire, el instrumento de información para conocer el rendimiento académico de los estudiantes, fue la plataforma institucional, LIZARD (matriz), Universidad Tecnológica de Querétaro. Resultados: En el grupo de intervención se encontró correlación positiva de baja a moderada entre la cohesión grupal y el rendimiento académico, aunque no estadísticamente significativa, mientras que en el grupo de control se observó una correlación negativa baja, también no significativa. Conclusiones: Se muestra una mejora significativa en el rendimiento académico del grupo de intervención tras la intervención, aunque con mayor variabilidad entre los estudiantes, mientras que el grupo de control experimentó una disminución significativa en el rendimiento; las correlaciones entre cohesión grupal y rendimiento académico en ambos grupos no fueron estadísticamente significativas.
... Theoretical framework. This research is in line with Social-Ecological Theory (SET; Bronfenbrenner, 1979), which offers a comprehensive framework for understanding how an individual's well-being is shaped by their interactions with various layers of their environment (Neal and Neal, 2013). This theory proposes that human development is a product of the dynamic interplay between personal, social, and environmental factors, organized into interconnected systems ranging from immediate settings like workplaces to broader societal influences like cultural norms (Bronfenbrenner and Morris, 2007). ...
This research investigates the relationships between perceived school climate, collective teacher efficacy, teacher self-compassion, and their combined impact on the subjective well-being of Chinese university teachers (n = 617). Utilizing a social-ecological framework, we employed structural equation modeling (SEM) to examine these relationships. Our findings reveal direct positive associations between perceived school climate and collective teacher efficacy with teacher subjective well-being. Furthermore, teacher self-compassion emerged as a significant mediator in these relationships, highlighting its role as a crucial personal resource that links the school environment to individual well-being. These results underscore the importance of fostering positive school climates, enhancing collective efficacy, and cultivating self-compassion to support teacher well-being in the context of Chinese higher education. The implications of these findings for educational policies and practices aimed at promoting a more sustainable and flourishing academic environment are discussed.
... Consistent with this study's findings, previous literature has noted that while organizational participation in a Clubhouse program is intended to catalyze member empowerment, organizational participation in a Clubhouse program may not directly translate to increases in individual levels of empowerment among members (Hughey et al., 2008;McLean, 1995). This conceptualization of organizational empowerment in the Clubhouse model not necessarily translating to individual empowerment is in alignment with Bronfenbrenner's ecological systems theory which posits that people's lived experiences are powerfully influenced by multifaceted, dynamic, and interconnected ecological systems which span across individual, interpersonal, community, organizational, societal, and even temporal level factors (Bronfenbrenner, 1979 Those diagnosed with SMIs are also more likely to have restricted support networks and in turn can experience increased difficulty with accessing and utilizing resources to mitigate the impact of these stressors (Mueser et al., 1998). In accordance with this, between 91% to 98% of individuals with SMIs are reported to have experienced a potentially traumatic event at some point during their lifetimes such as physical or sexual abuse, accidents, and natural disasters in both childhood and adulthood (Cusack, Frueh, & Brady, 2004;Mauritz et al., 2013;Mueser et al., 1998). ...
The Clubhouse Model is a community-based mental health intervention program that fosters recovery for individuals living with severe mental illness. The Independence Center Clubhouse program located in Saint Louis, Missouri is the second largest Clubhouse of the 350 worldwide and offers a wide array of psychosocially-oriented support resources, services, and programming to Clubhouse members. Previous research has examined relationships between essential aspects of Clubhouse membership and recovery or quality of life. However, there is a gap in the literature of studies that directly examines member perception of community environment and empowerment related to intervention outcomes. This study measured personal wellbeing, psychological distress, community environment, and empowerment among 92 Independence Center Clubhouse community mental health intervention program members, as well as factors such as length of program membership. The results of this study suggest that higher levels of empowerment among Clubhouse members were associated with increased personal wellbeing and decreased psychological distress and need for treatment. Empowerment as a moderator in the relationship between Clubhouse community environment and intervention outcomes of personal wellbeing and psychological distress were examined and revealed to be nonsignificant. Study results also indicated that longer length of membership significantly contributed to increased levels of members’ personal wellbeing. This study revealed that the Independence Center Clubhouse model appears to be an effective, valid intervention approach to promote wellbeing and reduce psychological distress and need for treatment among individuals with SMIs in the Saint Louis metropolitan area.
Στο παρόν άρθρο διερευνώνται οι στάσεις των νηπιαγωγών και των γονέων για τη μεταξύ τους συνεργασία, τα εμπόδια που δημιουργούνται μέσα από τις πραγματικές» συνθήκες της μεταξύ τους επικοινωνίας καθώς και οι ανάγκες τους όπως μπορούν να χαρτογραφηθούν από τις προτάσεις και των δύο πλευρών, για τη βελτίωση της συνεργασίας τους. Βασικός στόχος είναι να προταθούν λύσεις για τη βελτίωση της επικοινωνίας τους οι οποίες προκύπτουν μέσα από την πολυπλοκότητα των πραγματικών συνθηκών της σχολικής ζωής στις προσχολικές μονάδες και λαμβάνουν υπόψη την εκπαιδευτική πραγματικότητα, τις διαφορετικές συνθήκες που προκύπτουν κάθε φορά, αλλά και την αλληλεπίδραση παραγόντων που σχετίζονται με το σχολείο, την οικογένεια και τη μεταξύ τους σχέση. Για να ανταποκριθεί σε αυτά τα δεδομένα, ο μεθοδολογικός και θεωρητικός σχεδιασμός της παρούσας μελέτης, βασίστηκε σε θεωρητικά μοντέλα που ενδείκνυνται για τη μελέτη της πολυπλοκότητας των παραγόντων που συνδέονται με τη συνεργασία της οικογένειας με το σχολείο όπως το «οικοσυστημικό μοντέλο» που αναπτύχθηκε από τον Bronfenbrenner (1979) και το μοντέλο των «επικαλυπτόμενων σφαιρών επιρροής» της Epstein (1996). Με βάση τον θεωρητικό προβληματισμό σχεδιάσθηκε, εφαρμόστηκε και αξιολογήθηκε μία έρευνα επισκόπησης η οποία διενεργήθηκε κατά τη διάρκεια της σχολικής περιόδου 2022-2023. Τα βασικά εργαλεία συλλογής δεδομένων ήταν ερωτηματολόγια με ανοικτού και κλειστού τύπου ερωτήσεις καθώς και συνεντεύξεις τόσο σε γονείς όσο και σε εκπαιδευτικούς. Στην έρευνα συμμετείχαν 83 νηπιαγωγοί και 112 γονείς από προσχολικές μονάδες της Περιφέρειας της Κρήτης ενώ οι συμμετέχοντες επιλέχτηκαν βάσει δειγματοληψίας κατά συστάδες, ύστερα από τη χορήγηση άδειας από τη Διεύθυνση Πρωτοβάθμια Εκπαίδευσης Περιφέρειας Κρήτης και της Επιτροπής Ηθικής, Δεοντολογίας και Ερευνάς του Πανεπιστημίου Κρήτης. Στο παρόν άρθρο παρουσιάζεται ένα μικρό μέρος των αποτελεσμάτων όπως προέκυψαν από στατιστική ανάλυση κλειστών κυρίως ερωτήσεων των ερωτηματολόγιων γονέων και εκπαιδευτικών και προτείνονται κάποιες θεματικές για επιμορφωτικά σεμινάρια βάσει των αποτελεσμάτων.
This chapter serves as a greater introduction to this book at large. To achieve this, we review normative child development to first center pediatric care at the level of the child patient. We also explore the common factors at play when treating a child with chronic kidney disease. We propose a model to consider that helps illustrate the variety of factors—including individual, healthcare, community, and societal factors—that affect each child with kidney disease. We also offer a helpful analogy—that is, the process of going from the rider to the driver of a car—to discuss the evolution of managing kidney disease in a child’s—then teenager’s—life. Finally, we discuss why multidisciplinary care is helpful not only in the treatment of chronic kidney disease, but ultimately in the prevention of chronic kidney disease.
Truancy and dropout rates pose significant challenges to secondary education globally, with severe implications for educational equity and outcomes. This study investigates the causes, impacts, and management strategies for truancy in secondary schools within Temeke Municipality, Dar es Salaam, Tanzania. Using a mixed-methods approach, data were collected from 336 respondents, including students, teachers, parents, school heads, and local government officials. Findings reveal socioeconomic hardships, poor school environments, and inadequate parental involvement as primary contributors to truancy. The study underscores effective strategies such as school attendance monitoring, positive discipline, and fostering collaboration between schools and communities. Recommendations include infrastructure improvement, capacity-building for teachers, and enhanced stakeholder engagement to address systemic issues and promote student retention.
Tantrum behavior in children with special needs represents challenging behavior with deliberate intent and purpose. This tantrum behavior manifests within the school environment and frequently emerges at home. This behavior often leaves parents overwhelmed by ineffective management. Tantrum behavior impacts the child’s learning experience within the school setting. Limited understanding of tantrum behavior management among parents and shadow teachers can lead to either neglect or inadvertent reinforcement of such tantrum behaviors. Given the pivotal roles of parents as primary educators at home and shadow teachers as companions within the school, both play as agents of change in molding the child’s adaptive capabilities. This research aims to support parents and teachers in enhancing their comprehension of managing tantrum behaviors in children with special needs through psychoeducational interventions. The research participants comprise a community of parents and shadow teachers associated with children with special needs at an inclusive school in Malang City. This study presents an experimental approach using a one-group pretest and posttest design. The intervention outcomes reveal a highly significant distinction between the scores of tantrum behavior management knowledge before and after undergoing psychoeducational intervention (Z = –4.160; P = 0.000). Knowledge regarding tantrum behavior management after participating in psychoeducational interventions falls within the “high” category (68.2%). According to research participants, the perceived usefulness of psychoeducational interventions is gauged as somewhat beneficial (45.5%) and highly beneficial (54%). The subjects’ perception of the feasibility of implementing psychoeducational interventions varies, with a high level of confidence (36.4%), a moderate level of confidence (50%), and a sense of uncertainty or doubt (13.6%). Keywords: community, parents of children with special needs, psychoeducation
The rapidly evolving field of artificial intelligence (AI) in education necessitates a convergence of technological innovation and pedagogical wisdom. This book represents a crucial step towards fostering a constructive dialogue between these often-siloed perspectives, essential for developing educational approaches that truly enhance human potential. This introductory chapter sets the stage for this interdisciplinary discourse, highlighting the urgent need for a synergy between the voice of technology and the voice of pedagogy in the AI era. What distinguishes this volume is its unique assembly of contributors who embody both educational expertise and technological acumen. Most authors bring dual perspectives as both educators and engineers or AI experts, providing a natural bridge between these disciplines. This integration of viewpoints offers readers a holistic understanding of AI’s role in education, moving beyond simplistic applications to explore transformative possibilities. The chapter provides an overview of pressing issues in AI and education, followed by summaries of the book’s contributions. These span theoretical frameworks, design principles, and case studies of AI implementation in various educational contexts. From exploring ecological learning spaces and human-centred AI design to examining AI’s potential in language learning and mathematics education, each chapter represents the intersection of multiple fields. Collectively, they offer a comprehensive outlook on AI’s capacity to enhance learning outcomes, address community needs, and reshape educational paradigms. By uniting the perspectives of those who understand both the intricacies of pedagogy and the capabilities of AI, this book aims to chart a path towards educational practices that are both technologically advanced and pedagogically sound. It serves as a foundation for future research and practice in the thoughtful integration of AI in education.
This paper investigates the transformative role of Artificial Intelligence (AI) in creating and enhancing ecological learning spaces. It explores how AI technologies are reshaping educational environments to become more adaptive, interconnected, and personalised. The study begins by tracing the evolution of Generative AI and its application in education, followed by an examination of the concept of ecological learning spaces. The chapter then examines some specific ways AI is impacting these spaces, focusing on three key aspects: dynamic adaptability, interconnectedness, and learner-centred design. It discusses how AI facilitates personalised learning experiences, enables collaborative networks, and supports holistic development and educational accessibility. The paper concludes by outlining the potential of AI in transforming educational experiences and suggesting future directions for research in this field.
Objetivo: Apresentar a análise do desenvolvimento da primeira infância encontrado a partir da atuação do Terapeuta Ocupacional na Atenção Primária à Saúde em uma Unidade Municipal de Saúde na região metropolitana de Belém/Pará. Métodos: Pesquisa de natureza básica, exploratória e descritiva, com procedimento documental e de campo apresenta abordagem quantitativa. Amostra formada por 20 crianças, de 0 a 5 anos, de ambos os sexos, selecionadas em dois meses de coleta de dados, em uma Unidade Municipal de Saúde, localizada em Belém - Pará. Resultados: A avaliação dos marcos de desenvolvimento revelou variações nas conquistas esperadas para cada faixa etária, com estratégias e orientações fornecidas às famílias para estimular o progresso das crianças. O resultado geral indica a importância de compreender e intervir no desenvolvimento infantil para melhorar o cenário atual acerca da vigilância do desenvolvimento infantil e planejar estratégias futuras. Conclusão: Sugere-se pesquisas futuras com amostras mais amplas, incluindo idades além da primeira infância e diferentes localidades do Estado. Destaca-se a relevância da intervenção do Terapeuta Ocupacional na estimulação do desenvolvimento infantil na atenção primária à saúde. O estudo evidencia a importância da Caderneta da Saúde da Criança como instrumento para avaliação e acompanhamento.
Urie Bronfenbrenner (1917-2005) es uno de los autores más citados y reconocidos en psicología del desarrollo, psicología de la educación y, en general, ciencias del aprendizaje y de la educación. Sin embargo, se ha argumentado que su difusión y recepción sigue reducida a sus primeros trabajos vinculados a su modelo ecológico del desarrollo humano. El objetivo de este artículo es enriquecer su comprensión a partir del análisis de su teoría bioecológica, así como su modelo Proceso-Persona-Contexto-Tiempo (PPCT). En específico, se rastrea el desarrollo intelectual del autor, con especial énfasis en sus preocupaciones educativas, para describir la puesta en práctica de su modelo en diseños de investigación, así como sugerir algunas contribuciones que en nuestra consideración se desprenden de dicha obra. En particular, destacamos los “procesos proximales”, en tanto que “prácticas socioculturales”, como unidad de análisis, y mecanismo explicativo de los procesos de desarrollo y aprendizaje, en el marco de interacciones, a lo largo del tiempo (microtiempo, mesotiempo, macrotiempo), entre las características de la persona (fuerzas, recursos, demandas) y los contextos de vida y socialización: micro-, meso-, exo- y macrosistema. En el ámbito de la intervención educativa, destacamos la noción de ecosistema educativo que estimamos compatible con el modelo descrito.
Many parents are the primary caregivers for their adult children with intellectual and developmental disabilities (IDD). But who do parents of adult children with IDD turn to for help? For this study, 518 parents of adult children with IDD completed a national online survey. We examined the social support networks of parents of adults with IDD, including members of their support networks and satisfaction with network members. Findings indicate that parents of adults with IDD have few types of supporters within their support networks. Parents reported varying levels of satisfaction with support received from network members, though they were most highly satisfied with support received from their child’s other parent. The strongest correlates of network variety (having more types of supporters within parents’ social network) were greater satisfaction with spousal support and larger household incomes. The strongest correlates of parent satisfaction with their social support network included parents who were in better physical health, identifying as Black, having more friends with disabilities, and having more supporters in their social support network. Our findings highlight the significant role that positive spousal relationships play in the social support networks of parents of adult children with IDD and underscore the need to strengthen the social support networks of families of adults with IDD, particularly those from marginalized groups.
The transition from primary to secondary school affects children’s psychological functioning, necessitating resources for (post-)transition adaptation. Maternal warmth serves as a valuable resource, buffering against negative transition effects on emotional adjustment. Nevertheless, little is understood about the bidirectional effects of (divergent) mother-child reports on emotional adjustment during the transition to secondary school. Data from 2101 German children (48.8% female, M age T1 = 8.57, SD age = 0.58) and their mothers ( M age T1 = 36.28, SD age = 4.49) from the pairfam panel, collected over seven annual waves from the children’s 3rd to 9th grades, were used. Random intercept cross-lagged panel models were employed to examine within-family cross-lagged effects. The findings suggest that early in the transition to secondary school, low levels of maternal warmth and heightened emotional problems in children tend to co-occur and mutually reinforce each other over time. However, discrepancies in perceptions between mothers and children appear to have positive normative consequences rather than enduring negative impacts on children, particularly before the transition to secondary school. The results are discussed considering the progressing school transition, with additional developmental changes, such as puberty, potentially leading to changes in perceived and actual maternal warmth and emotional problems in children.
To investigate the heterogeneous characteristics of the developmental trajectories of conduct problems in adolescents from low-income families and their influencing factors, this study employed a cohort sequential design to conduct a two-year longitudinal survey of 504 adolescents from low-income families (M = 13.99 ± 1.84 years). Results revealed significant heterogeneity in the manifestation of conduct problems among adolescents, leading to the identification of four distinct subgroups: the middle-remission group, the steep-rise group, the constant-low group, and the high-remission group. Additionally, parental style, school connectedness, hope, and coping style emerged as significant predictors for each subgroup’s conduct problems. This study elucidated the developmental trajectory patterns of conduct problems in adolescents from low-income families, and refined group characteristics. It provided a more accurate direction and strategy for designing interventions tailored to adolescents from low-income families.
This study examined the relationship between school organizational climate and teachers’ organizational citizenship behavior, as well as the mediating role of teaching efficacy and the moderating role of optimistic traits. This study was based on social information processing theory, resource conservation theory, and the broaden-and-build theory of positive emotions. We conducted a comprehensive survey of 500 educators from Chinese primary and secondary schools using the Organizational Citizenship Behavior Questionnaire, School Organizational Climate Scale, Sense of Teaching Efficacy Scale, and Optimistic Traits Questionnaire as assessment tools. The results demonstrated that (1) school organizational climate significantly and positively predicted teachers’ organizational citizenship behaviors; (2) teaching efficacy partially mediated the relationship between school organizational climate and teachers’ organizational citizenship behaviors; and (3) optimistic traits moderated the second half of the mediation model in which school organizational climate influenced teachers’ organizational citizenship behaviors through teaching efficacy. Our findings indicated that school organizational climate was an important environmental factor affecting teachers’ organizational citizenship behaviors through their sense of teaching efficacy. Optimistic traits had an important protective effect on teachers’ organizational citizenship behaviors.
New curriculum implementation changes the teaching ecology. To promote the effect of the implementation, it is necessary to understand teachers’ psychological reaction. Thus, this study explored the correlates between elementary teachers’ perceptions of increasing job stress, teaching job fit, and well-being in their teaching work when implementing a new curriculum. Based on job demand-resource theory, a research model was designed and a questionnaire survey was administered, with 199 valid responses collected for structural equation modeling. Findings revealed that teacher self-efficacy (TSE) was positively related to person-job fit, but had a negative relationship with job stress. Teacher well-being was positively predicted by person-job fit, but was negatively predicted by job stress. Moreover, TSE positively predicted teachers’ sense of well-being. Results imply that when implementing a new educational policy, it is important to consider elementary school teachers’ TSE and well-being to ensure successful implementation.
In a 2020/21 course and 2021/22 course, diverse pedadogic resources were applied. Learning-teaching styles usually are considered as a personal feature inherently linked to the teacher. For the presented courses, along the pandemic, not only did we use media resources to solve the issues and limitations for the learning-teaching process in higher education, but we also used an open field of teaching styles, displaying an ecologic style to increase inclusion, NdS, gender disparity, and, overally, reducing the limitations and possible negative impact due to cognitive, social, and basic human needs disparities, as well as starting level differences. The results can be seen in Bache, 2022a; Bache & Ries, 2021a; Bache et al., 2022). Hereby we present the ecologic approach as a way to inclusion and transcend the concept of teaching style to individualization and diversity inclusion (from teaching style as a feature to teaching styles as pedagogic resources) and the complex structres that emerged from the application of pedagogic resources, mostly regarding and linked to SDT and media, through PBL, PALS and Digital/Media resources.
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