Bioecological Model Of Human Development Research Articles

Using the developmental histories of elite rugby union players to identify ways to cultivate creativity

ABSTRACT The purpose of this study was to investigate how social and physical environments interact to cultivate improvisational creativity. This was achieved by qualitatively reviewing the developmental backgrounds of some of Australia’s most creative rugby players. A deductive reflexive thematic analysis was applied to data collected from primary sources (e.g. semi-structured interviews) and secondary sources (e.g. autobiographies, biographies and podcasts). Using Bronfenbrenner’s [2005. Making human beings human: Bioecological perspectives on human development. Sage] bioecological model of human development and ecological dynamics theory, our data indicated that reciprocal interactions encountered throughout their developmental histories exposed players to a wide range of unusual, varied and challenging sports related scenarios. Through this process, creative players became embedded in these performance environments, enabling them to select relevant opportunities to act on, that served their interests in showcasing their skills in an entertaining way. These creative players cultivated their unorthodox skills through a rich history of playful, informal, unsupervised and competitive games played on streets, parks and playing fields of Australia. Implications for research are to support key stakeholders within sporting communities to build skill programmes and accompanying social and physical environments that can rejuvenate interest in the cultivation of creativity.

Direct and Indirect Contributions of Child Temperament, Parenting Stress, and Bedtime Routines to Children’s Sleep Behaviors During the Covid-19 Pandemic

ABSTRACT The current study examined the direct and indirect contributions of children’s temperament (reactivity, persistence, and rhythmicity), parenting stress, and bedtime routines to Turkish children’s sleep behaviours during the COVID-19 pandemic. The sample was 313 mothers of children between 16 and 84 months (M = 52.42, SD = 12.36). Mothers reported their children’s sleep behaviours, children’s bedtime routines, parenting stress, and children’s temperament. Multivariate path analyses were run to test the direct and indirect effects. Results indicated that parenting stress was negatively related to children’s sleep behaviours. Further, it was found that consistency of bedtime routine environments was positively associated with children’s sleep behaviours. For the indirect associations, children’s temperament (rhythmicity and reactivity) was indirectly associated with children’s sleep behaviours via the consistency of bedtime routines. Findings underline the importance of child temperament, parenting stress, and bedtime routines for children’s sleep behaviours. The implications of the findings are discussed in light of previous research and the Bioecological model of human development in considering their functioning during the COVID-19 pandemic.

The Links Among Cumulative Ecological Risk and Smartphone Addiction, Sleep Quality in Chinese University Freshmen: A Two-Wave Study.

While previous research has highlighted the influence of family, school, and peer factors on smartphone addiction and sleep quality, the cumulative effects of these risk factors and their underlying causal relationships remain poorly understood. Therefore, based on the cumulative risk model and the bioecological model of human development, this study examined the longitudinal associations between cumulative ecological risk and smartphone addiction and sleep quality. A survey was conducted among 653 Chinese university freshmen (mean age 18.56) at two distinct time points, with a 6-month interval. The initial assessment focused on family, school, and peer risk factors, while the subsequent assessment focused on smartphone addiction and sleep quality. Approximately 63.71% of university freshmen were found to be at risk of exposure. Compared to other risk-exposure groups, the group with no-risk exposure exhibited the lowest scores for smartphone addiction and sleep quality. The relationships between cumulative ecological risk and smartphone addiction and sleep quality displayed a linear pattern and a discernible "gradient effect". Smartphone addiction was identified as a fully mediating factor in the link between cumulative ecological risk and sleep quality, with a mediating effect value of 0.08 (representing 44.44% of the total effect). University freshmen face various risks associated with their families, schools, and peers. The cumulative ecological risk can, directly and indirectly, impact sleep quality by influencing smartphone addiction. Given the observed "gradient effect" of cumulative ecological risk on smartphone addiction and sleep quality, it is imperative to adopt comprehensive risk prevention strategies to mitigate the impact of each risk factor.

Factors impacting reading motivation: Insights from the bioecological model of human development

There is an absence of cross-cultural qualitative research exploring sociocultural factors affecting reading motivation. To address the gap, the present study adopted the Bronfenbrenner’s bioecological model of human development to investigate factors impacting reading motivation across American and Japanese fourth grade students. Additionally, we aimed to identify ways to motivate both students to read. Semi-structured interviews for 12 students in each country were conducted. Our study identified a consistent pattern in which the reading motivation of both American and Japanese students was directly influenced by the microsystem. Our findings also suggest distinct patterns between American and Japanese students. While American students exhibited a direct impact from the microsystem, Japanese students’ reading motivation was influenced by several systems, including the microsystem, exosystem, and macrosystem. We explained that the observed unique patterns between American and Japanese students could be due to cultural differences. We identified several effective ways to motivate students to read.

Authors of child/adolescent sexual assault: risk factors and the bioecological model of human development

The study sought to identify and discuss risk factors based on the Bioecological Model of Human Development in the lives of Authors of Sexual Assault on Children and Adolescents. The research has a descriptive, exploratory character and involves a case study with five male participants, aged between 19 and 58 years (M=30.8), whose cases were processed in the Courts of Crimes against Children and Adolescents. A Questionnaire was used for characterization and a semi-structured interview script, carried out in a Prison Unit in Parauapebas - PA. The content analysis of the interview transcripts was carried out, considering pre-existing categories in the literature. Risk factors were identified in the five cases studied, such as cognitive distortion, physical violence, drugs/alcoholism, lack of sexual orientation, social prejudice, informal work/mining activity, child labor, number of children and recombined families, involvement in fights, never having studied, judicial sentence and perspective regarding their future life. The data corroborate the findings in the literature that signaled a diversity of risk factors present in the lives of the participants.

Parenting of mothers of children in early childhood during the COVID-19 pandemic: qualitative research.

to understand practices of mothers of children in early childhood who live in contexts of poverty in the face of the COVID-19 pandemic. an exploratory, descriptive and qualitative study. Participants were selected in the community context, composing an intentional sample to be collected through semi-structured online interviews. Data were analyzed inductively and anchored in the Bioecological Model of Human Development. eight mothers participated in the research. Mothers highlighted pleasure in taking care of their children, although they were overloaded with activities and comprehensive care at the time of the pandemic. Children, in mothers' perception, showed a higher frequency of challenging behaviors, which may be related to negative parenting practices, such as punishment and physical violence. interventions to support parenting become urgent in the face of changes brought about by the COVID-19 pandemic in families living in a context of poverty.

The role of family and football academy in developing

This study aimed to examine the influence of families and football academies on the pathway to football expertise of Brazilian players. Built on the ‘contextualised skill acquisition research’ framework, data were generated through the triangulation of three methods: contextual analysis; participant-observation, and; interviews, with the latter providing substantial information for the present study. Data were organised according to the mesosystemic context of Bronfenbrenner’s bioecological model of human development, thematically analysed, and explained through the perspective of the framework of the ecological dynamics. The findings highlight how players navigate through their environment in relation to the social, emotional, psychological, and educational support they receive, as well as in relation to the clubs' supply of quality football training programmes. The findings provide the basis for practical recommendations to help clubs and their coaches in the task of developing and nurturing their human talent.

Preterm‐born children's development: A bioecological perspective

AbstractPreterm birth is a biological risk factor for developmental problems. Infants born preterm are more likely to present difficulties and potential delays in all areas of development. The aim of the present review is to apply Bronfenbrenner´s bioecological model of human development to understand the factors that shape the developmental trajectories of infants born preterm. This model offers a developmental science perspective, which considers the dynamic interaction of diverse processes and contextual factors across the lifespan to explain developmental trajectories. Firstly, the article provides key definitions associated with preterm birth and the relevance of this condition from a public health perspective. Secondly, we describe why preterm birth is a neurobiological risk factor for optimal development. Then, we describe the components of the bioecological model, provide examples associated with infants born preterm, and describe available evidence on how psychosocial factors influence development in this population. This review contributes to a deeper understanding of the factors that influence the development of infants born preterm from an integrative and complex perspective and discuss some implications of using this approach for clinical practices oriented to infants born preterm.Highlights Preterm birth is a relevant public health problem. Child development in preterm‐born infants has been studied mainly from a biomedical perspective. Prematurity is analysed from a developmental science perspective, specifically from the bioecological model. Growing up in adverse psychosocial contexts may negatively impact premature children. Developmental sciences may contribute to clinical practices and research related to preterm infants.

Mental Health and Injury Outcomes in Liberia, 1990–2017: An Ecological Systems Analysis

Bronfenbrenner’s bioecological model of human development is widely used to explain health outcomes, but most research focuses on the more immediate microsystem influences. Over the last 30 years, Liberia has experienced two civil wars, government regime changes, and an Ebola outbreak. We considered associations between those macrosystem and chronosystem shifts in Liberia on four public health outcomes from 1990 to 2017: suicide, depression, sexual violence, and substance use disorders. We conducted separate analyses for women and men. The results indicated substantial changes in health that coincided with macrosystem and chronosystem changes in Liberia. Men’s suicide rates increased during wartime and decreased afterwards, especially during the stable Sirleaf presidency. Both men and women experienced decreasing depression rates during the First Civil War. Depression rates for both men and women flattened during the stable Sirleaf presidency and increased during the Ebola outbreak. The rate of sexual violence was high for both genders during wartime and economic turmoil but declined markedly, especially among women, during the Sirleaf presidency, when government policies were enacted to reduce sexual violence. Substance use disorders were highest during times of economic stability and growth. Men experienced higher rates of suicide and substance use and lower rates of depression and sexual violence compared to women at all times. Consistent with Bronfenbrenner’s model, the results indicate how macrosystem and chronosystem shifts coincided with changes in individual-level mental health and injury outcome trends. We recommend macrosystem-level changes to prevent violence and increase mental health services, both in Liberia and globally.

Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood

Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the effectiveness of parental involvement in secondary and higher education. First, in early adolescence and the middle school context, we explore whether too much involvement is possibly harmful rather than beneficial. Second, in mid- to late adolescence and the high school context, we explore racial/ethnic differences in level of involvement and the longitudinal effects of involvement on academic achievement. Third, in emerging adulthood, we reexamine the definition of parental involvement as it relates to the college context. Implications for the consideration of parental role construction in relation to these three issues and developmental periods are discussed.

Big picture transdisciplinary practice - extending key ideas of a Department of Methodology towards a wider ecological view of practitioner-scientist integration

ABSTRACT In high-performance sport, a multidisciplinary approach is proposed as essential in providing an effective environment to service all aspects of athlete development and performance. A Department of Methodology (DoM) conceptualisation, based on an ecological dynamics rationale, provides a framework for coaches, sport scientists and support practitioners to collaboratively conceptualise integrated team and athlete development practices. Previous research has highlighted several principles for holistic system development of athletes, such as importance of embracing non-linearity, prioritising athlete–environment relations, and identifying constraints on performance. While sports organisations are continuously shaped by constraints operating at multiple scales, the overarching purpose of this paper is to highlight specifically how macro-scale ecological constraints may shape integrated practice design from a transdisciplinary perspective. To achieve this aim, we expound on the DoM concept by drawing on Bronfenbrenner’s bioecological model of human development, to elaborate on how interconnected system components, simultaneously operating at multiple scales, continuously contextualise athlete development experiences. Further, we seek to sensitise coaches, scientists, and support staff to the ‘big-picture of athlete development’, discussing how sports organisations may adapt to the ubiquitous influences of macro-scale ecological systems (e.g., national associations and sport governing bodies). Finally, numerous association football (soccer) examples, and a recent case report about developments within the German FA (DFB) and youth football structure, attempt to make theoretical ideas tangible and understandable for coaching practitioners in the field.

It Takes a Community: How Environmental Systems Construct (In)Competence in Autistic Peer Interactions.

This study aims to illustrate how environmental systems shape the peer interactions of an autistic student within the classroom. Drawing on the bioecological model of human development, this situated discourse analysis used thematic coding and microanalysis to examine data from semistructured interviews and 10 sessions of direct classroom observations of a 9-year-old autistic student and his classroom communication partners. Convergent data across participants, time, and data sources revealed the following systemic influences on peer interaction: predominant medicalized view of autism (macrosystem), educational practices (exosystem), misaligned roles across adults and peers in the classroom (mesosystem), and multimodal opportunities for direct interaction that were supported by objects and physical contact and inhibited by rapid pacing (microsystem). Findings illustrate the environmental complexities associated with the development of peer interactions for autistic students. We offer explicit clinical implications for how environmental factors can be addressed in the school-based eligibility determination process and in the Individualized Education Program.

Trauma, Burnout, and Resilience of Syrian Primary Teachers Working in a War Zone

ABSTRACT This study employed a mixed methodology to explore the relationship between trauma, burnout, and resilience of primary teachers working and living in Syria. Quantitative results suggested there were no significant differences between teachers’ age, training, or education level and trauma and resilience. However, teacher training was found to be significantly related to emotional exhaustion. Furthermore, trauma and personal accomplishment was significantly related to resilience. An important finding in this study was that teachers with higher resilience levels appeared more likely to cope with war trauma. The findings of current research suggest that teacher resilience can be conceptualized by adapting the bioecological model of human development, since the supporting systems around teachers have a crucial impact on their psychological well-being and resilience. Sense of personal accomplishment appeared to play a major role in the resilience levels of teachers. Likewise, trauma and burnout were lower among teachers with higher levels of resilience. This study adds to previous research that faith and spirituality during adversity may be important factors in teacher resilience. Teacher training programs are also necessary to prepare teachers to increase their resilience through practice-based learning and professional development, not only in content areas but also in self-care.

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective.

This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas Ph.D. degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with contexts, which lead to their differentiated and similar career development in Chinese higher education. Using a qualitative approach of semi-structured interviews with 31 CROPs, our findings reveal that CROPs’ academic career development is co-shaped by personal characteristics and multi-layered environmental contexts. The study highlights the dysfunctionality of Chinese higher education system in the context of China’s ambition to build First-class Universities and First-class Subjects (Double First-class), which constrains CROPs’ academic career development. The paper offers important implications for potential CROPs, policy, and future research studies.

Investigating reading motivation in Latinx college students: qualitative insights from bilingual readers

ABSTRACT The existing literature on reading motivation primarily focuses on monolingual children and adolescents using quantitative approaches. To date, there is an absence of qualitative studies exploring bilingual college students’ reading motivation that can provide details of participants’ views, beliefs, and experiences related to reading motivation. To meet this need, this qualitative study used the bioecological model of human development to explore sociocultural impacts on multidimensions of reading motivation in Latinx college students. Twenty-eight Latinx bilingual college students participated in individual and semi-structured interviews and generated written literacy journeys that focused on understanding factors affecting the multidimensionality of their reading motivation and ways to motivate them. Our data suggest Latinx college students’ reading motivation was influenced by the three systems of the bioecological model of human development: microsystem, exosystem, and macrosystem. Furthermore, we found that reflective, autonomous, and interactive learning environments were effective for enhancing their reading motivation.

Parental relationship quality and children's behavioural problems: Childcare quality as a protective factor?

Objective: This study investigates how changes in parental relationship quality relate to children's socio-emotional development during early childhood and whether high-quality early childcare arrangements may act as a protective factor in children’s environments.
 Background: We draw on family systems theory and the bioecological model of human development to conceptualise how different social environments may interact in their influences on children's socio-emotional development during early childhood and across the transition to primary school.
 Method: Based on a pooled sample of 636 US-American children who took part in the longitudinal NICHD Study of Early Childcare and Youth Development (SECCYD), we applied fixed-effects panel models to three time points between age 3 and first grade.
 Results: Whereas changes in parental relationships quality were not significant in predicting children's socio-emotional development from age 3 to 4.5 years, our results showed that a reduction in parental relationship quality was moderately associated with an increase in behaviour problems of children across the transition to first grade. We did not find any evidence of mitigating effects of the child-specific process quality of the ECEC arrangement, neither for informal nor formal care settings.
 Conclusion: The results suggest that initiatives designed to improve a couple’'s relationship quality might also be an effective way to further their children’s socio-emotional development.

The influence of school type on pupils’ proficiency in selected school subjects: Implications for curriculum implementation in Ghana

This research examined the influence of private and public schools on pupils‟ proficiency in mathematics and English language subjects. The theoretical model that supported the study was the bioecological model of human development. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The research design was a descriptive cross-sectional survey. Schools were sampled using a stratified random sampling technique. Data were analyzed using a multilevel modeling technique. The significance or otherwise of the influence of school type on pupils‟ proficiency in both subjects was assessed at p < 0.001. The results showed that many pupils performed below the minimum competency level in both subjects uniquely because they attended public schools. Conversely, many pupils were found to be proficient in both subjects exclusively because they attended private schools. The research findings suggest that the type of primary schools pupils attend in Ghana significantly mattered for their academic success and the progression from one grade-level to another. The results imply that learning opportunities are not equal for all pupils. This has implications for the effective implementation of the primary school curriculum in the country. To improve upon the academic achievement of primary school children in Ghana, first, there is the need to eliminate the achievement gap between private and public schools.

Seksualność dziecka z niepełnosprawnością intelektualną z perspektywy bioekologicznej Urie Bronfenbrennera

Seksualność nie wynika z naszego wyboru, tylko jest naturalną częścią życia każdego człowieka. Każda jednostka ma prawo do przeżywania i rozwijania własnej seksualności, niezależnie od płci, wieku, orientacji seksualnej czy niepełnosprawności. W przypadku osób z niepełnosprawnością intelektualną seksualność jest sferą drugorzędną, wypieraną przez stan niepełnosprawności i rehabilitację. W artykule postawiono tezę, że seksualność dziecka z niepełnosprawnością intelektualną została wyeliminowana przez stan niepełnosprawności. Występuje w związku z tym zjawisko „bezpłciowości” dziecka z niepełnosprawnością intelektualną. W opracowaniu opisano także uwarunkowania rozwoju seksualności dziecka z niepełnosprawnością intelektualną w perspektywie bioekologicznego modelu rozwoju człowieka Urie Bronfenbrennera.

Employability in the Bioecological Model of Human Development in Vulnerability Contexts

Employability in the Bioecological Model of Human Development in Vulnerability Contexts

A Unified Theoretical Framework of Learning Theories to Inform and Guide Public Health Continuing Medical Education Research and Practice.

Continuing medical education (CME) emerged at the start of the 20th century as a means of maintaining clinical competence among health care practitioners. However, evidence indicates that CME is often poorly developed and inappropriately used. Consequently, there has been increasing interest in the literature in evaluating wider contexts at play in CME development and delivery. In this article, the authors present a unified theoretical framework, grounded in learning theories, to explore the role of contextual factors in public health CME for health care practitioners. Discussion with pedagogical experts together with a narrative review of learning theories within medical and social science literature informed the framework's development. The need to consider sociocultural theories of learning within medical education restricted suitable theories to those that recognized contexts beyond the individual learner; adopted a systems approach to evaluate interactions between contexts and learner; and considered learning as more than mere acquisition of knowledge. Through a process of rigorous critical analysis, two theoretical models emerged as contextually appropriate: Biggs principle of constructive alignment and Bronfenbrenner bioecological model of human development. Biggs principle offers theoretical clarity surrounding interactive factors that encourage lifelong learning, whereas the Bronfenbrenner model expands on these factor's roles across multiple system levels. The authors explore how unification into a single framework complements each model while elaborating on its fundamental and practical applications. The unified theoretical framework presented in this article addresses the limitations of isolated frameworks and allows for the exploration of the applicability of wider learning theories in CME research.