Bronfenbrenner's Ecological Systems Theory Research Articles

Preschool Teachers' Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China.

This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.

Turkana Schools in Kenya: An Analysis of the Hygiene and Sanitation Management Approach and the Completion Rates for Girls

The Kenyan government has started implementing measures to improve gender equality in the availability of basic education. Low girls' participation in basic education has been connected to factors originating from the home environment. The majority of females do not finish their eight years of elementary school, as intended by Kenyan curriculum developers. This study looked into the impact of school hygiene and sanitation practices on girls' completion rates in Turkana County. A descriptive survey research design was employed in the study. The study was carried out in a primary public school. There were 14 head teachers, 110 instructors, and 112 girls in the study's sample. The girls, teachers, and head teachers were chosen by a straightforward random sample technique. Head teachers were interviewed in order to gather data.Data was gathered via focus groups with eight girls in each group (a total of 14 discussion groups), questionnaires given to teachers, and interviews with head teachers. According to Bronfenbrenner's Ecological Systems Theory (1989), the study was conducted. The results of the study indicated that improving sanitation and hygiene will raise the percentage of females who graduate from public elementary schools in Turkana County.

We didn't know it was that bad: Unearthing parent perspectives on Universal Pre-K policy

Families are the ultimate recipients of the effects of policy, but seldom get a seat at the policymaking table. This study investigated how parents perceive the impacts of unequal teacher compensation policies on New York City’s (NYC) Universal Pre-K (UPK) expansion. Utilizing Bronfenbrenner's (1979) ecological systems theory and Schneider and Ingram’s (1993) theory of social construction and policy design to create a rich conceptual framework, this qualitative study analyzed parents' voices through document and social media discourse analysis expanding from 2014 to 2021, and semi-structured interviews (n=15). Participants reflected the demographic diversity found in NYC, the largest school system in the country. The data analysis occurred in three sequential stages: (a) content analysis of documents, (b) thematic analysis of interview data, and (c) compilation of findings from these analyses to draw comprehensive conclusions. Findings revealed that while parents had limited engagement with policy, they were able to articulate the detrimental effects of compensation policies—particularly the effect of teacher turnover on their daily lives—with a disproportional effect on parents of racially minoritized backgrounds or living in low-income neighborhoods. The rich interviews unearthed the dissonance between the policy’s intent and its effect on perpetuating racial and socio-economic biases. Recommendations for advocacy and engagement are provided.

Are We Pulling on the Same Rope? Connotations of Digit(al)ization in a General as Well as in an Educational Context

Numerous activities and measures can be observed in the context of digit(al)ization in general and educational contexts. However, they are often not interrelated or sufficiently anchored institutionally and structurally with regard to overarching goals. Therefore, this study aims to carry out a theory-based clustering of connotations with the concept of digit(al)ization in general and also in an educational context to explore subjective perceptions and to find a starting point for a joint dialog, as well as for concrete implementations. A questionnaire was developed to collect the data, which was content-analyzed using Bronfenbrenner's ecological systems theory (1979, 1989) in a first step. A latent class analysis was then implemented to classify the data and validate the findings. The results show differences between the general and the educational context on a qualitative and quantitative level. For each context, three different archetypes concerning the connotations with digit(al)ization and sociodemographic factors can be identified.

Exploring the world of food with families: perspectives of low-income families on factors influencing their food choices.

The aim of this study was to investigate the social and environmental factors involved in the food decision-making processes of families living on lower incomes on the Island of Ireland. A qualitative design was employed for this study, using photovoice and creative mapping methods. Parents were requested to take photos and draw maps of their food environments. Interviews were then conducted with parents, using the materials produced by parents as a cue to discuss their food environments, influences and decision-making processes around food choices. The participants were interviewed online via Microsoft Teams. The participants were parents or guardians of children between the ages of 2 and 18 who self-defined as 'living on a tight budget'. Twenty-eight participants were recruited and interviewed for this study, including twelve parents in Northern Ireland and sixteen in the Republic of Ireland. The findings were mapped on to Bronfenbrenner's Ecological Systems Theory and showed that multiple, overlapping and intersecting factors at the individual, micro-, meso-, exo-, macro- and chrono-system were implicated in family food choices. Upstream factors in particular, including structural, policy and commercial determinants, appear to be significant drivers of behaviour. While the findings suggest that a complex range of factors are involved in family food choices, it is clear that policy measures and regulations are needed to stave off the impacts of rising social inequality and food poverty. Health promoters should strive to find non-stigmatising interventions to bridge the nutritional divide experienced by lower-income families.

Exploring Adolescent Development in Diverse Cultures: Insights and Implications

This study delves at teenage behavior and interactions in many cultural contexts, providing vital insights into their development. This study sheds light on the multifaceted aspects of adolescent behavior, peer relationships, and their quest for independence by employing established theories such as adolescence theory, Erikson's psychosocial development theory, Bandura's social cognition theory, Piaget's cognitive development theory, and Bronfenbrenner's ecological systems theory. Observations were carried out in Morocco, Egypt, Myanmar, Kyiv, and Jakarta to document the experiences of teenagers aged 12 to 14. The stories emphasize topics such as solidarity, independence, companionship, and identity exploration. The findings include observations such as unity among Moroccan girls, assertive self-expression in Egyptian males, pleasant mixed-gender relationships in Myanmar, and worrying behavior in a Ukrainian adolescent. Adolescent growth is influenced by cultural environment, peer connections, and ecological systems, according to these narratives. The study advances our understanding of teenage experiences across cultures, informing interventions and policies that promote healthy development and well-being.

Influence of School Physical Facilities on Academic Self-Concept in Informal Settlements in Kenya

The school environment plays a crucial role in shaping the academic self-concept of primary school learners. This study aimed to assess the influence of school physical facilities on the development of academic self-concept among the 9,536 primary school pupils in Kibra Sub-County, Nairobi. Bronfenbrenner's ecological systems theory provided the underpinning for this research. Employing a descriptive survey design, data was collected from a sample of 385 respondents selected through stratified and purposive sampling techniques. Questionnaires were used for learners in Class VII, while interviews were conducted with 35 head teachers and 35 teacher-counsellors. The study revealed that academic self-concept among pupils in informal settlement primary schools is adversely affected by inadequate physical facilities. Statistical analysis using SPSS 23 showed a Pearson's Product Moment Correlation coefficient (r = 0.728; p < 0.05) at the 0.05 level of significance, demonstrating a high degree of internal dependability in the collected data. In conclusion, the study highlights the detrimental impact of inadequate school physical facilities on the academic self-concept of learners in informal settlement primary schools. The findings offer valuable insights for the Ministry of Education to enhance the learning environment and enforce policies to create a child-friendly school environment.

Caught between pity, explicit bias, and discrimination: a qualitative study on the impact of stigma on the quality of life of persons living with sickle cell disease in three African countries

PurposeSickle cell disease (SCD) is an inherited blood disorder characterized by unpredictable episodes of acute pain and numerous health complications. Individuals with SCD often face stigma from the public, including perceptions that they are lazy or weak tending to exaggerate their pain crisis, which can profoundly impact their quality of life (QoL).MethodsIn a qualitative phenomenological study conducted in Cameroon, Ghana, and Tanzania, we explored stakeholders’ perceptions of SCD-related stigma using three analytical frameworks: Bronfenbrenner’s Ecological Systems Theory; The Health Stigma and Discriminatory Framework; and A Public Health Framework for Reducing Stigma.ResultsThe study reveals that SCD-related stigma is marked by prejudice, negative labelling and social discrimination, with derogatory terms such as sickler, ogbanje (one who comes and goes), sika besa (money will finish), ene mewu (I can die today, I can die tomorrow), vampire (one who consumes human blood), and Efiewura (landlord-of the hospital), commonly used to refer to individuals living with SCD. Drivers of stigma include frequent crises and hospitalizations, distinct physical features of individuals living with SCD, cultural misconceptions about SCD and its association with early mortality. Proposed strategies for mitigating stigma include public health education campaigns about SCD, integrating SCD into school curricula, healthcare worker training and community engagement.ConclusionThe results highlight the importance of challenging stigmatizing narratives on SCD and recognizing that stigmatization represents a social injustice that significantly diminishes the QoL of individuals living with SCD.

Curricular Freedom in the Contemporary Sociopolitical Context of the United States

Using a mixed-methods approach, this study uses an Internet survey to investigate the curricular freedom reported by Prekindergarten through Grade 8 teachers in the United States concerning the inclusion of children's literature into their classrooms and curriculum, particularly in the current sociopolitical climate. Drawing upon Bronfenbrenner's Ecological Systems Theory, survey responses were analyzed based on the four levels of the ecological model (micro, meso, exo, and macro systems). To account for regional variations existing at the sociopolitical macro level, the study's findings were organized according to the five geographical regions of the United States: Midwest, Northeast, Southeast, Southwest, and West. Analysis indicated distinct variation in the patterns of the responses across the geographical regions, aligned with the dominant political ideology of their state. Responses of teachers from the Northeast and West were heavily influenced by events and experiences at the national level, whereas teachers from the Southeast and Southwest focused on matters concerning individual, local, and state issues. Teachers from the Midwest, a politically mixed region, least frequently commented on issues related to censorship, a trend noted in the other four regions.

Supporting Early Literacy in Public Libraries: A Meta‐ethnography of Qualitative Studies

ABSTRACTThis study reviewed qualitative studies that focused on library practices for supporting early literacy development. A meta‐ethnography approach was used to locate, evaluate, and synthesize the findings of these studies. Based on a search in the Web of Science and a nationwide database developed by the National Central Library, 16 articles were included in the synthesis. Drawing upon Bronfenbrenner's ecological systems theory, the findings identified five key themes (i.e., diverse collections, innovative activities, proactive intermediary role of librarians, print‐full environment, and community partnership) related to library practices that support early literacy. By interpreting the findings of the review, suggestions and implications were discussed for library services supporting early literacy.

Enablers and barriers for hearing parents with deaf children: Experiences of parents and workers in Wales, UK.

More than 90% of deaf children are born to hearing families who know little about deafness. Benefits from hearing screening at birth are often lost, as families find little information about pathways for deaf children but are key to ensuring deaf children receive relevant language and communication support. Systems surrounding deaf children and family members are crucial for children's health and social development. Experiences of hearing parents raising deaf children and understanding factors that influence families'experience of navigating pathways for deaf children through health and education servicesare currently underreported. An exploratory study was conducted in Wales, UK. Twenty participants were interviewed, including 10 hearing parents of deaf children and 10 people who work with deaf children using semistructured interviews. Bronfenbrenner's ecological systems theory was used as a lens to explore the micro-, meso-, exo-, macro- and chronosystems that surround children and families. This study explores potential supports and barriers in those systems. Findings are reported under two broad headings: enablers and barriers. Under enablers, it was found that provision of resources, supporting people and knowledge were key factors. Under barriers, a lack of knowledge, lack of provision and battling services and attitudes were key issues that need addressing. Hearing parents of deaf children in Wales, UK reported experiencing a range of enablers and barriers that impact upon their experiences of raising a deaf child. Further provision is needed by policymakers and governments to recognise support needs to improve the outcomes for deaf children. This project was developed from initial discussions with the stakeholder reference groupand progressed with the group's deaf paneland hearing parents with deaf children. The project's steering group was involved in study design, recruitment and continuous feedback on all stages of the research process.

Examining employee experiences of hybrid work: an ecological approach

PurposeThe purpose of this paper is to explore the various forms of organizational and team-level actions that were perceived to be helpful or not helpful by employees as they navigate the hybrid work arrangements and how these had an impact on their work behaviors and experiences. This research utilized Bronfenbrenner's ecological systems theory as framework.Design/methodology/approachThe exploratory study used a qualitative approach in gathering data via online survey from a total of 45 Filipino employees working in a hybrid work arrangement for at least three months. The analysis utilized both inductive and deductive methodologies in examining the data. Inductive thematic analysis was used in coding the data based on the participants' responses, while the deductive approach ensured that the themes are aligned with the research questions and reflect the different systems within Bronfenbrenner's EST (1986).FindingsResults surfaced helpful organizational (e.g. provision of work tools, financial assistance, supportive policies and engagement and wellness initiatives) and team level actions (i.e. use of technology-based communication tools, open virtual door policy, effective performance management system, employee care practices and team engagement activities). Actions that were perceived as not helpful include inadequate technological infrastructure, poor communication, insufficient training, punitive policies/practices and leadership issues at the organizational level as well as unresponsive colleagues and ineffective implementation of policies/processes at the level of teams. Employees reported being able to build on savings, becoming more productive and having greater work–life balance amid hybrid work. However, they continue to be challenged by blurred boundaries and inability to disconnect from work similar to when work was done remotely and now with sustaining momentum given the shifts on where they do their work.Practical implicationsThe findings of this study may guide programs and initiatives of human resource management practitioners and organizational leaders as they support employees in navigating through hybrid work.Originality/valueThe research expands extant knowledge on practices and experiences in hybrid work (Gifford, 2022). It also contributes to studies on human resource management that are nuanced based on where work is performed (Ng and Stanton, 2023) or with emerging work arrangements.

Tracking foreign language teacher emotional reactions to student silence: An autoethnographic case study in Japan

While much has been researched regarding English language learner (ELL) perspectives on silence and pedagogical implications, the longitudinal negative effects of ELL silence on foreign language (FL) teachers is an under researched area of study. When considering that (a) Japanese FL classrooms are known to have high levels of silence as compared to the West, (b) FL teachers generally have a negative bias towards student silence, and (c) the fact that FL teacher attrition rates worldwide are reported to be increasing; this is a surprising gap in the field. Using dynamic systems theory, Bronfenbrenner's (1979) ecological systems theory, Barnlund's (1970) transactional model of communication, and Spilt et al.'s (2011) student-behavior mental representation model as a framework to investigate FL teacher emotional reactions to silence, the researcher conducted an autoethnographic event-based sampling study over a university term in Japan (98 days). In accordance to event-based sampling methodology, the researcher documented "in-the-moment" or "near-the-moment" incidences when emotional reactions to silence occurred. The main findings of this study are as follows: (1) Japanese ELLs are uncomfortable receiving direct FL teacher assistance around their peers, (2) negative reactions to Japanese ELL silence are linked to the establishment or disruption of classroom patterns, and (3) stress pertaining to teacher-teacher silence emerged after teacher-student stress stabilized mid-term. Regarding the third theme, suppressive surface acting and the need for social support were found to contribute to FL teacher stress.

MEMBANGUN KETAHANAN MENTAL ANAK DARI KELUARGA BROKEN HOME: Integrasi Maqashid Syariah dan Teori Ekologi Sistem Bronfenbrenner

Abstract
 This study aims to investigate the development of mental resilience in children from broken homes. Particular focus is given to efforts to build their mental resilience in the face of the stress, instability and emotional challenges of such family dynamics. This study employs qualitative research through desk research to integrate two primary theoretical frameworks: Maqashid Sharia and Bronfenbrenner's Ecological Systems Theory. The results show that building children's mental resilience requires a holistic approach involving a safe and supportive environment, mental health education, therapy, and community and school involvement. Education and training for parents and caregivers are also essential to correct behaviours that can negatively impact children's mental health. Through the lens of Maqashid Sharia and Bronfenbrenner's Systems Ecology theory, this research offers new insights into a comprehensive approach to supporting children from broken homes, demonstrating the importance of inter-systems cooperation to support children's long-term mental well-being and resilience.

A qualitative assessment of factors contributing to Spanish-speaking federally qualified health center patients' chronic pain experiences.

People of Hispanic or Latino ethnicity (Latinx people) experience pain diagnosis, treatment, and care disparities relative to non-Latinx Whites. Those whose preferred language is Spanish may experience additional disparities when receiving care in a language-discordant environment. In order to better understand medically underserved Spanish-speaking Latinx patients' pain care experience in primary care, we conducted semi-structured qualitative interviews with federally qualified health center staff members (n = 9) and Spanish-speaking adult Latinx patients with chronic pain (n = 12) to capture data on their perspectives. Interview data were mapped to the individual (microsystem), interpersonal (mesosystem), organizational (exosystem), and environmental (macrosystem) levels of Bronfenbrenner's Ecological Systems Theory and analyzed using thematic content analysis informed by the Framework Method. Findings suggest that Spanish-speaking patients and English-speaking care team members may interpret information about pain state and severity differently, may have misaligned expectations about care, treatment methodologies, and treatment goals, and may experience difficulty forming a mutual understanding during health care encounters due to cross-linguistic and cross-cultural miscommunication. Patients preferred to describe their pain in words rather than with numbers or standardized scales, and both patients and frontline care team members expressed frustration with medical interpretation services, which added time and complexity to visits. Patients and health center staff emphasized the diversity of experiences among Spanish-speaking Latinx people, and the need to account for both linguistic and cultural differences during care encounters. Both groups supported hiring more Spanish-speaking, Latinx healthcare personnel who better resemble the patient population, which has the potential to improve linguistic and cultural concordance and competence, with the aim of improving care outcomes and patient satisfaction. Further study is warranted to examine how linguistic and cultural communication barriers impact pain assessment and treatment in primary care, the extent to which patients feel understood by their care teams, and their confidence in their ability to understand and interpret treatment recommendations.

The structural and social determinants of Alzheimer's disease related dementias.

The projected growth of Alzheimer's disease (AD) and AD-related dementia (ADRD) cases by midcentury has expanded the research field and impelled new lines of inquiry into structural and social determinants of health (S/SDOH) as fundamental drivers of disparities in AD/ADRD. In this review, we employ Bronfenbrenner's ecological systems theory as a framework to posit how S/SDOH impact AD/ADRD risk and outcomes. Bronfenbrenner defined the "macrosystem" as the realm of power (structural) systems that drive S/SDOH and that are the root cause of health disparities. These root causes have been discussed little to date in relation to AD/ADRD, and thus, macrosystem influences, such as racism, classism, sexism, and homophobia, are the emphasis in this paper. Under Bronfenbrenner's macrosystem framework, we highlight key quantitative and qualitative studies linking S/SDOH with AD/ADRD, identify scientific gaps in the literature, and propose guidance for future research. Ecological systems theory links structural/social determinants to AD/ADRD. Structural/social determinants accrue and interact over the life course to impact AD/ADRD. Macrosystem is made up of societal norms, beliefs, values, and practices (e.g., laws). Most macro-level determinants have been understudied in the AD/ADRD literature.

Dissecting HR's role in disaster preparedness and response: a phenomenological approach

PurposeThe purpose of this paper is to examine the role of human resources (HR) leaders in disaster preparedness and response efforts of organizations. The study used Bronfenbrenner's Ecological Systems Theory as anchor and was conducted in the Philippines – a country that regularly experiences disruptions due to disasters.Design/methodology/approachThe study utilized a phenomenological approach in gathering and analyzing data from semi-structured interviews with 16 HR leaders. They hold either an executive or managerial position and belong to organizations situated in areas that have experienced disasters within the past two years. The areas are likewise prone to further experience of disasters such as flooding, earthquake and volcanic eruption as identified by international disaster watch organizations.FindingsResults surfaced three superordinate themes that reflect the role of HR in disaster situations – (1) contributor to the business continuity plan formulation and implementation; (2) in-charge of building a disaster-resilient culture; and (3) primary unit that takes care of employee wellbeing and welfare during and post-disaster.Practical implicationsThe study identified factors that can help HR in fulfilling its role of surfacing and addressing employee needs amidst disasters.Originality/valueThe study expands literature on strategic human resource management by describing the positioning of HR in disaster preparedness and response efforts of organizations and illustrates how HR puts focus on the human side of organizational crises management.

Acculturation/enculturation and internalized model minority myth in Korean immigrant families.

Drawing on Bronfenbrenner's ecological systems theory (1977), this study examined the antecedents and outcomes of internalized model minority myth (MMM) within the microsystem of family and the macrosystem of culture. Among Korean immigrant families, we examined how mothers' internalized MMM (i.e., achievement orientation, unrestricted mobility) and youth's cultural orientations (i.e., acculturation, enculturation) were related to youth's internalized MMM and had direct and indirect relations to youth outcomes (i.e., life satisfaction, depression, antisocial behaviors, and academic performance). In a sample of 334 Korean immigrant mother-youth dyads (155 female youth; 132 foreign-born youth; Mage of youth = 16.37; Mage of mothers = 46.94), we conducted a path analysis by using the maximum likelihood and bootstrapping methods. A path analysis revealed mothers' achievement orientation was indirectly related to youth's academic performance via youth's beliefs in unrestricted mobility. In general, mothers' internalized MMM had harmful relationships to youth's depression and antisocial behaviors versus mixed relationships to academic performance. Importantly, mothers' internalized MMM indicated greater direct and indirect associations with youth outcomes than youth's own internalized MMM. A follow-up analysis of moderated mediation ruled out the possibility that academic performance moderated the relations of youth's internalized MMM and outcomes and thus masked any significant associations. Overall, the current findings highlighted the importance of understanding the internalized MMM within the microsystem of the close-knit Korean immigrant family relations. Implications for research, family intervention, parent education and outreach were discussed.

Parental Perspectives on the Impact of the COVID-19 Pandemic on Infant, Child, and Adolescent Development.

The purpose of this study is to understand how families from diverse sociodemographic backgrounds perceived the impact of the pandemic on the development of their children. We used a multimethod approach guided by Bronfenbrenner's Ecological Systems Theory, which identifies 5 developmental systems (micro, meso, exo, macro, and chrono). Semistructured interviews were conducted in English or Spanish with parents living in 5 geographic regions of the United States between July and September 2021. Participants also completed the COVID-19 Exposure and Family Impact Survey. Forty-eight families participated, half of whose preferred language was Spanish, with a total of 99 children ages newborn to 19 years. Most qualitative themes pertained to developmental effects of the microsystem and macrosystem. Although many families described negative effects of the pandemic on development, others described positive or no perceived effects. Some families reported inadequate government support in response to the pandemic as causes of stress and potential negative influences on child development. As context for their infant's development, families reported a variety of economic hardships on the COVID-19 Exposure and Family Impact Survey, such as having to move out of their homes and experiencing decreased income. In addition to negative impacts, many parents perceived positive pandemic-attributed effects on their child's development, mainly from increased time for parent-child interaction. Families described economic hardships that were exacerbated by the pandemic and that potentially affect child development and insufficient government responses to these hardships. These findings hold important lessons for leaders who wish to design innovative solutions that address inequities in maternal, family, and child health.

The Role of the Interpersonal Skills of the School Principals in Optimizing Positive School Climate: A Concept Paper

Fostering a positive school climate is an essential aspect of school improvement. Research has shown that the interpersonal skills of school principals play a crucial role in optimizing school climate. This concept paper aims to develop a conceptual framework that utilizes the current literature on the role of the principal's interpersonal skills in optimizing positive school climate. The literature review focuses on specific interpersonal skills such as communication, trustworthiness, empathy, and problem-solving, which are essential for promoting a positive school climate. The research methodology used in this paper was a comprehensive literature review to develop a conceptual framework on the role of the interpersonal skills of school principals in optimizing a positive school climate. The paper also examined the perspectives of teachers and how their perceptions of the principal's interpersonal skills impact the school climate. Additionally, the paper integrated Bronfenbrenner's ecological systems theory to provide a more holistic view of the school climate and identify how different systems within and outside the school can be influenced to optimize it. This paper contributes to the literature by providing a more in-depth understanding of the specific interpersonal skills that are required for school climate optimization and their influence on the overall learning and work environment