Bronfenbrenner’s Ecological Systems Theory

Perron, Nathan C. D.

doi:10.1891/9780826118165.0018

Cited by 52 publications

(96 citation statements)

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“…bi-directional influences have the greatest impact on the child. The mesosystem is often referred to as the connections between microsystems that foster development (Perron, 2017). These relationships might be the relationships between the child's parents and their teacher, or the community center and the child's neighborhood.…”

Section: Purpose Of the Current Studymentioning

confidence: 99%

Examining Academic Coping Strategies Among Black American Students in Terms of Math Resilency

Ld¹,

Talley²

2020

Preprint

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Failure is the most commonly assumed outcome for Black American students studying math, which does not leave much room for understanding how Black American students do succeed in mathematics. Despite this assumption, many Black American students are resilient and able to have positive academic math outcomes. Studies suggest that mathematics literacy in Black American students is linked to identity construction at the intersection of their racial identity and math identity. Using Spencer’s PVEST model as a theoretical framework, the current study examines the need for an inclusive framework that observes and accounts for the many factors that influence students’ educational math outcomes. The current study observes academic coping skills as predictors for math computation outcomes. A group of 146 predominantly Black American students were recruited from an HBCU and completed an in-person computerized easy and hard math task with a word task as the control. The math task measured reaction time and accuracy. Participants also completed a survey with subscales from Patterns of Adaptive Learning Scales, Abbreviated Math Anxiety Scale, Beck Anxiety Inventory, Barratt Impulsiveness Scale-11, and subscales from the Metacognitive Awareness Inventory. Results revealed that none of the predicted coping strategies were able to predict the outcome on the math task. Data exploration was performed and found that comprehension was able to significantly predict impulsivity and academic efficacy, and planning was able to significantly predict impulsivity and academic efficacy.

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Section: Purpose Of the Current Studymentioning

confidence: 99%

Examining Academic Coping Strategies Among Black American Students in Terms of Math Resilency

Ld¹,

Talley²

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…This theory contends that the psychosocial life of a child comprises a multi-layered set of nested and interrelated ecological systems. All these systems influence child development and adjustment (Perron, 2017). Based on the ecological systems theory, the interrelations among the following systems affect children’s developmental outcomes: micro – immediate settings or environment; meso – link between two or more micro-systems, such as the home and school; exo – settings not directly affecting the individual but that influence the microsystems; macro – broader society and culture that encompasses the other systems; and chrono – consistency or change over the life course (Perron, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…All these systems influence child development and adjustment (Perron, 2017). Based on the ecological systems theory, the interrelations among the following systems affect children’s developmental outcomes: micro – immediate settings or environment; meso – link between two or more micro-systems, such as the home and school; exo – settings not directly affecting the individual but that influence the microsystems; macro – broader society and culture that encompasses the other systems; and chrono – consistency or change over the life course (Perron, 2017). Following a thorough analysis of the theory concerned, it emerged that child development and adjustment are neither controlled by environmental circumstances nor driven by inner dispositions only.…”

Section: Introductionmentioning

confidence: 99%

“…At the heart of intervention of school truancy and school refusal behavior is the concept of psycho-social factors such as parents, teachers, peers and individual characteristics (Appleton et al , 2006). Both school truancy and school refusal behavior in school-going adolescents are triggered by mutual interpersonal interactions (Perron, 2017; Pianta et al , 2012). Parental supervision is considered as protective factor for child’s development (Aqeel et al , 2015; Aqeel et al , 2017; Hassan et al , 2015; Munawar et al , 2015; Perron, 2017; Sadia et al , 2015; Shah et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Both school truancy and school refusal behavior in school-going adolescents are triggered by mutual interpersonal interactions (Perron, 2017; Pianta et al , 2012). Parental supervision is considered as protective factor for child’s development (Aqeel et al , 2015; Aqeel et al , 2017; Hassan et al , 2015; Munawar et al , 2015; Perron, 2017; Sadia et al , 2015; Shah et al , 2012). In contrast, personal factors such as low self-esteem and higher level of aggression are considered vulnerable factors for child’s development in adolescents.…”

Section: Introductionmentioning

confidence: 99%

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Association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents: a multilevel analysis

Aqeel

Rehna

2020

IJHRH

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Purpose The purpose of this study is to examine the prevalence and association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents. Design/methodology/approach A purposive sampling technique and cross-sectional design were used in the current study. Participants comprised three heterogeneous sub-groups: school truant students, park truant students and punctual students. Findings This study’s findings indicated that father and mother’s school involvement was related to more elevated level of self-esteem for school truant students. Results also indicated that male truant students had more significant probability to school refusal behavior and physical aggression as compared to female truant students. Moreover, results revealed that physical aggression fully mediated among mother’s school involvement, academic self and school refusal behavior in punctual students and school truant students. Originality/value There is more need to develop indigenous school-based preventions and interventions aimed at decreasing school truancy in Pakistani context by tackling the predisposing vulnerable factors and supporting and encouraging the protective family and internal factors.

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Brother, We Got You: A collective impact approach to addressing Black college men's mental health

Johnson,

Florestal‐Kevelier

2024

New Drctns for Student Srvcs

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Higher education administrators, faculty, and staff across diverse institutional contexts grapple with college students' persisting and increasing mental health concerns. Further, recent research has discussed mental health challenges Black collegians encounter, exacerbated by the COVID‐19 pandemic. Mental health issues among Black college students vary based on several factors (e.g., institutional type, ethnicity, gender, and sexuality). Research has demonstrated the various mental health trepidations Black men navigate at institutional campuses. Informed by a collective impact framework, we explored how higher education institutional stakeholders can collaboratively labor to drive solutions for promoting Black college men's mental health and well‐being. This article begins by broadly reviewing the literature on Black men's mental health in and outside collegiate settings. Next, we discussed the collective impact framework and how it can aid in expanding and advancing transformative mental health programs and services for Black college men. This article concluded with implications for future practices and programmatic considerations within collegiate environments.

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Bronfenbrenner’s Ecological Systems Theory

Cited by 52 publications

References 0 publications

Examining Academic Coping Strategies Among Black American Students in Terms of Math Resilency

Examining Academic Coping Strategies Among Black American Students in Terms of Math Resilency

Association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents: a multilevel analysis

Brother, We Got You: A collective impact approach to addressing Black college men's mental health

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