Place-identity as a product of environmental self-regulation

Korpela, Kalevi

doi:10.1016/s0272-4944(89)80038-6

Cited by 387 publications

(248 citation statements)

References 12 publications

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“…Third, displaying initiative proves that a person is indeed who he or she believes himself or herself to be (Frese & Zapf, 1994), and at the same time, it induces feedback from others to support such self-views. According to symbolic interactionism (e.g., Cooley, 1902;Mead, 1934), individuals develop their self-concept through social interaction with others: they use social situations and feedback from those situations to define themselves (Kleine, Kleine, & Kernan, 1993;Korpela, 1989;Proshansky, Fabian, & Kaminoff, 1983). Engaging in proactive behavior signals a person's attempt to influence his or her environment and to further reinforce his or her sense of competence when that behavior results in constructive changes and acknowledgement from others (e.g., supervisors).…”

Section: Theory and Hypothesis Developmentmentioning

confidence: 99%

Enhancing a Sense of Competence at Work by Engaging in Proactive Behavior: The Role of Proactive Personality

Deng

2017

J Happiness Stud

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Section: Theory and Hypothesis Developmentmentioning

confidence: 99%

Enhancing a Sense of Competence at Work by Engaging in Proactive Behavior: The Role of Proactive Personality

Deng

2017

J Happiness Stud

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“…As these positive interpersonal experiences occur, the perceived threat of interpersonal violation diminishes, thereby minimizing the need to mentally flee from one's own body. In the context of a trusting relationship with another person, an abused individual can begin to feel a sense of belonging and learn how to regulate privacy needs through individuation and separation from an attachment figure (see Korpela, 1989;Proshansky et al, 1983).…”

Section: Discussionmentioning

confidence: 99%

“…These models focus almost exclusively on the restorative effects of the natural environment, ignoring the restorative potential of human-made or built environments (Parsons, 1991). Preliminary evidence suggests, however, that certain aspects of one's primary territory may produce a restorative effect on the individual when it is associated with positive relaxing experiences (Korpela, 1989). For an abused person, it would be important to identify aspects of primary territory that have positive meanings to counter the negative, abuse-related emotions associated with home environments.…”

Section: Environmental Design Implicationsmentioning

confidence: 99%

“…Hall, 1966;Sommer, 1969;Alello, 1987), territoriality (e.g. Altman, 1975;Brown, 1987;Taylor, 1988), and place identity (Proshansky et al, 1983;Korpela, 1989), for example, suggest processes by which sexually abusive acts can engender patterns of relating to the physical environment that render abused individuals vulnerable to future danger. Moreover, these personal and interpersonal processes are embedded within a broader social, spatial, and cultural context that can either encourage or constrain opportunities for the perpetration of, and recovery from, CSA.…”

Section: Introductionmentioning

confidence: 99%

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The environmental psychology of child sexual abuse

Holman

Stokols

1994

Journal of Environmental Psychology

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This paper offers an environmental psychological analysis of child sexual abuse, a pervasive and disruptive societal problem. Earlier analyses of child sexual abuse have emphasized clinical, social, and developmental concepts and methodologies, while neglecting the environmental context of the problem. The proposed conceptualization of child sexual abuse suggests that a broader understanding of the etiology and psychosocial consequences of this problem can be achieved by integrating theoretical constructs drawn from clinical, social, developmental, and environmental psychology. First, some of the key findings and analytical perspectives from earlier studies of child sexual abuse are reviewed and then those findings are linked to a broader analysis of people-environment transactions. This transactional approach emphasizes contextual influences on the etiology and psychosocial outcomes of child sexual abuse, and suggests both clinical and environmental design strategies to reduce the prevalence and disruptive impacts of this problem.

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“…A programme 'INPA & Society' was launched through the project named Young Guides of the Science Grove, integrating children and adolescents in an environmental education process. The insertion of the community youth in the INPA's enterprise was based on the premises of Freire's (1983) postulations and the theoretical assumptions of EE that the environment does not exist independently of people's social relations, and that the formation of an environment implicates at once the formation of the person (PROSHANSKY;FABIAN; KAMINOFF, 1983;KORPELA, 1989;GARCIA-MIRA, 1997;FISHER, s.d. ).…”

Section: Community Integration: a Process For A Critical Socio-enviromentioning

confidence: 99%

Exploring the Constitution of Environmental Education as Situated, Critical Processes of Learning and Change: A Collaborative Synthesis Across Diverse Regional Contexts

Eames¹,

Sund²,

Higuchi³

et al. 2018

PEA

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This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine peopleenvironment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.Keywords: Critical approaches. Environmental education. Diverse contexts. EXPLORANDO LA CONSTITUCIÓN DE EDUCACIÓN AMBIENTAL Y LOS PROCESOS CRÍTICOS DE APRENDIZAJE Y CAMBIO: UNA SÍNTESIS COLABORATIVA A TRAVÉS DE CONTEXTOS REGIONALES DIVERSOS ResumenEste artículo ofrece un conjunto de ilustraciones o historias únicas que intentan demostrar ejemplos de enfoques críticos de la educación ambiental (EA) en diversos contextos. Se basa en las experiencias de cinco educadores ambientales, en cuatro regiones diferentes del mundo. Detallamos la historia del surgimiento de la conciencia crítica en la educación, en Brasil, y su aplicación en este país. Luego, pasamos a ejemplos de respuestas críticas referentes a la opresión en Nueva Zelanda y Zimbabwe, antes de cerrar con un examen crítico de la enseñanza e investigación innovadoras en Europa. A través de esta amplitud de esfuerzos, identificamos puntos comunes en todos estos contextos, como la importancia de la acción participativa y de la investigación para examinar las relaciones entre las personas y el medio ambiente, en particular como constituido por pueblos indígenas, y para interpretar las realidades de forma a capacitar, a través de sistemas sociales y ecológicos orientados al aprendizaje, un cambio Ambiental, vol.13, Especial -pags. 42-60, 2018 DOI: http://dx.doi.org/10.18675/2177 43 efectivo. Consideramos que este enfoque crítico pueda promover la emancipación del aprendizaje individual y colectivo, en procesos de EA, en contextos muy diferentes. Palabras clave: Enfoques críticos. Educación ambiental. Contextos diversos. EXPLORANDO A CONSTITUIÇÃO DE EDUCAÇÃO AMBIENTAL E OS PROCESSOS CRÍTICOS DE APRENDIZAGEM E MUDANÇA: UMA SÍNTESE COLABORATIVA ATRAVÉS DE DIVERSOS CONTEXTOS REGIONAIS ResumoEste artigo oferece um conjunto de ilustrações ou histórias únicas que remetem a exemplos de abordagens críticas para a educação ambiental (EE) em diversos contextos. Isso decorre das experiências de cinco educadores ...

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Place-identity as a product of environmental self-regulation

Cited by 387 publications

References 12 publications

Enhancing a Sense of Competence at Work by Engaging in Proactive Behavior: The Role of Proactive Personality

Enhancing a Sense of Competence at Work by Engaging in Proactive Behavior: The Role of Proactive Personality

The environmental psychology of child sexual abuse

Exploring the Constitution of Environmental Education as Situated, Critical Processes of Learning and Change: A Collaborative Synthesis Across Diverse Regional Contexts

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