Theory Of Human Development Research Articles

Children's subjective well-being and the protective role of friendships, school satisfaction and neighborhood in the face of peer victimization

The aim of this study is to analyze childreńs subjective well-being (SWB) and the protective role of contextual factors (satisfaction with friends, with school and in the neighborhood) as well as the influence of individual aspects (gender and age) in the face of peer victimization. For this purpose, 325 Brazilian students aged 10–12 years from public (83 %) and private (17 %) schools in the State of Rio de Janeiro participated by answering a self-report questionnaire containing socio-demographic questions and psychometric scales that were part of Children's Worlds, the International Survey of Children's Well-Being – ISCWeB. SWB was measured by using the CW-SWBS: Children's Worlds Subjective Well-Being Scale. Contextual factors were assessed through items in the same scales used in the survey. A hierarchical multiple regression was used to analyze the role of peer victimization, along with individual and contextual factors in the variability of CW-SWBS scores. The results of the final model highlighted that girls had lower levels of well-being than boys (β = -0.22) and older children also had lower levels of SWB when compared to younger peers (β = -0.19). Furthermore, the positive contextual factors reduce the consequences of victimization. The most important effect was the friend satisfaction (β = 0.33; p < 0.001), school satisfaction (β = 0.26; p = 0.001) and satisfaction with neighborhood (β = 0.20; p < 0.001) – which suppressed the negative effects of victimization (β = 0.01; p = 0.858). The findings give support to the interdependence of positive individual and contextual factors to promote well-being at different developmental system levels according to the bioecological theory of human development.

Interrogating multisystem intended pathways to youth thriving and resilience: Benefits of inclusive human development theoretical framing.

Moving more deeply into the 21st century and acknowledging the ongoing patterned needs of children, there continues to be broadly voiced sentiments about the importance of all children's thriving, adaptive coping, and resiliency. This paper notes that social science more broadly and developmental science specifically is a major resource determinative of the nature of remedies conceptualized, designed, and implemented. Evident is that the harms experienced by children and the solutions implemented by delivery systems are frequently unaligned. Efficacy and impact do not appear to be improved by multisystem integration delivery. This paper explores the benefits of incorporating inclusive and shared human development theory. As well, it examines the need to question the character virtue of the multisystem integration efforts intended to afford supportive solutions required for youths' thriving and resiliency. Specifically, it addresses whether democratic and equity relevant character values are integrated into public and privately funded intended supportive systems. The position taken is that whether considered under conditions of trauma illustrated by the global COVID pandemic or the efficacy of systems intended to aid the most vulnerable youngsters, the character of the content of support and its delivery matter and can benefit from inclusive human development interrogation and theorizing.

Junior secondary students&amp;rsquo; satisfaction of basic psychological needs and their achievement in physics

Self-Determination Theory (SDT) is a broad theory of human development and wellness, with strong implications in education. According to SDT, three psychological needs are essential settings for self-growth, integrity and well-being viz., competence, autonomy, and relatedness (CAR). This study investigates the relations of junior secondary students’ physics achievement with the satisfaction of their Basic Psychological Needs (CAR). A mixed methods approach was used in the study and selected a convenience sample of 855 junior secondary students and 8 principals in all five educational zones in Jaffna District in the North Province, Sri Lanka. The student related quantitative data were collected using standard Korean Basic Psychological Needs Scale (K-BPNS) with four-point Likert scale and assessment test papers for each Grade. Qualitative data were gathered in interviews from eight principals to explore their views on current situation of physics teaching-learning processes according to the framework for comprehending motivation in SDT. Quantitative data were analysed descriptively using SPSS 20.0. Qualitative data were analysed in narrative analysis. The results revealed that students’ satisfaction with BPN (CAR) factors were directly correlated with their achievement in physics. Principals’ perception on Reeve’s student-teacher dialectical frame is not at a satisfactory level. Thus, this study provides essential information for policymakers on enhancing students’ physics achievement at the junior secondary school level.

Influence of human development on the formation of intellectual potential of society

Methods. The results were obtained through the use of such general scientific methods of research as: abstraction and the structural-functional method – when distinguishing the components of the categorical content of the concept of «human development», as well as the formation of a scientific-theoretical approach to determine the impact of human development on the formation of the intellectual potential of society. The comparative analysis is used to determine the position of some countries in the ranking according to the Human Development Index. Results. It is determined that the conceptual position of the theory of human potential is the postulate that the general goal, main priority and active subject of all processes of the development of modern society is a person. The development of human potential is understood as a process of continuous, sustainable expansion of human capabilities, adaptation to changes in the endogenous and exogenous environment. At the same time, at each stage of human development, three main opportunities are considered as fundamental: to have free access to resources that provide a decent standard of living; to live a long, healthy and active life; to acquire desirable, professionally necessary knowledge continuously throughout life. These standards form the basis of the theory of human development and create criteria for social progress of the intellectual potential of society. Novelty. The scientific-theoretical approach to determining the influence of human development on the formation of the intellectual potential of society is proposed. The concept of corporate social responsibility is outlined, which has great potential for involving business and society in solving the strategic priorities of forming the intellectual potential of society. It can be considered a social innovation aimed at modernizing the change of the system of social motivation aimed at creating an advanced and efficient society. Practical value. According to the analysis conducted, Ukraine belongs to the category of countries with a high level of the Human Capital Index, that is, there is every opportunity to make a «breakthrough» in the socio-economic development of the country with the effective use of intellectual potential.

Reconstruction of Pancasila and Citizenship Learning Thinking to Improve Soft Skills of Polytechnic Students

Efforts to reconstruct the learning thinking of Civic Pancasila Education to develop a Life Skills Education Approach. This is based on researchers' concerns about the gap between what actually exists, with the existing conceptual framework (Das Sein and Das Solen), in the education system in Indonesia, especially Civic Education in the development of Polytechnic students. The researchers focus on the application of education theory as a tool of social integration that acts as an agent of value cultivation, Education is strength, Education is an investment for human resource development or Human Capital theory, and social action theory or Action Theory with the AGIL scheme (Adaptation, Goal Attaintment, Integration, and Latency). This research used a qualitative approach to find and reconstruct the thinking (Constructivism) of Pancasila and Civic Education to develop a Life Skills Education Approach, with a phenomenological approach. Researchers rely on as many of the views of the participants studied according to the research theme in depth as possible to explore and find the right reconstruction of thinking. The conclusions of this study are: (1) The transmission of civic values or social systems in educational institutions is carried out by civic education; (2) Civic education must be shape the character and life skills needed in human resource development; (3) Life skills education (soft skills) in civic education which is the basic foundation for the formation of an intelligent and good national character is, a very important part used as a learning approach to Pancasila and citizenship education at Polytechnics.

Community development and social welfare through entrepreneurship management training

The uneven distribution of superior human resources, which alienates some communities and contributes to the issue of business management literacy in SMEs, is one of the obstacles to community development. The purpose of this study is to evaluate the impact of community empowerment through literacy-based entrepreneurship management training. With a sample of 98 participants, this study use participatory action research (PAR). To select training participants, sampling method is purposive sampling with the criteria used: (1) Indonesian Manpower (TKI) who no longer work abroad; (2) Existing micro or small business owners; and (3) Trainees who have been mentored for at least one year. Methods of question and answer, observation, or questionnaires are used to obtain the data including focus group discussion (FGD), in-depth interviews, and strategies for exchanging stories, and pretest and post-test; behavioral analysis and participatory assessment analysis using percentages and likert scales; and data analysis of training success. This study is new because it explores specifically how to organize, execute, and value manufacturing innovation, inventive marketing, financial management, administrative control, financial reporting, teamwork, and business networking. It was determined that this training is helpful in increasing participants' awareness to fall into the very good category and increasing their knowledge and abilities. This finding is consistent with the notion of resource mobilization in support of human empowerment and human resource development theory, which argues that training is a process of improvement to deal with dynamic change. Government organizations can use this information to improve training programs to increase community engagement.

Theoretical Perspectives on the Role of Parents in Shadow Education

Scholarly interest in the topic of shadow education has increased in the past three decades, as evidenced by the number of publications in education journals. Alongside teachers, students, and tutors, shadow education scholars have considered parents as key actors and have explored their role using different theories. The purpose of this article is to investigate the existing literature on parental perspectives of shadow education and to identify several commonalities and differences among these perspectives. More specifically, this review includes theories about parents' socioeconomic backgrounds and parental decision making. We found that the commonly used concepts about parental backgrounds stem from Bourdieusian theories of social capital, class, and socioeconomic background. Decision-making theories are most frequently borrowed from economics (e.g., rational choice theory and consumer theory) and from psychology (e.g., Bronfenbrenner's ecological theory of human development). This article considers existing theories employed in the study of parental perspectives of shadow education that are currently at the forefront of this field, but it also identifies gaps. The article concludes with a suggestion of topics and perspectives for future research related both to new forms of parental involvement and to more conventional aspects of understanding parents that have been largely overlooked by shadow education scholars.

Recent Extensions of the Gift

Abstract In this essay, Alain Caillé reconstructs the “singular history of the MAUSS (Anti-Utilitarian Movement in the Social Sciences)” from when in early 1980 a group of friends from different disciplines (sociologists, economists, philosophers, etc.) decided to found the “Bulletin du MAUSS” to counter the growing hegemony of utilitarianism and economism in the human sciences and in the philosophical disciplines themselves. The Bulletin would initially become the “Revue du MAUSS trimestrielle” from 1988 to 1992 and from 1993 to 2022 the “Revue du MAUSS semestrielle” until its current anglophone extension “MAUSS International”. The author takes Marcel Mauss’ definition of the gift as a “total social fact” and explains that the gift paradigm is a “translation operator” in the sense that it is continuously enriched in interaction with existing discourses. The theoretical operation that Caillé proposes is to explicate Mauss’s discovery by moving from a simple gift paradigm, based on the perspective of simple reciprocity between giver and recipient, to an expanded gift paradigm. In this way, it can dialogue with other paradigms and other currents of thought (theory of recognition, theory of care, theory of human development, etc.). And from here to a conception of the gift as “adonnement”, i.e. the commitment of human subjects to bring something new and unprecedented into the world.

Post-intensive care syndrome in pediatrics—enhancing understanding through a novel bioecological theory of human development lens

BackgroundThe post-intensive care syndrome in pediatrics (PICS-p) framework offers a new understanding of the long-term impact of critical illness on child’s and family’s health. However, a comprehensive theoretical guide to investigate potential factors influencing these outcomes and recoveries is needed.ObjectiveThe aim of the study is to conceptualize post-intensive care outcomes in children and their families after PICU discharge in the context of the child’s surrounding environment and systems.MethodWe used Theory Adaptation, a shift in the use and perspective of the Bioecological Theory of Human Development (BTHD), and Theory Synthesis, the integration of BTHD and the PICS-p, to provide a novel PICSS-PF perspective for understanding PICS-p within the broader context of the child and family. This integration helps to see higher-order perspectives to link post-PICU outcomes and child development within the context of child’s surroundings.ResultsWhile PICS-p is a model for understanding and studying post-PICU outcomes and recovery in four domains of physical, cognitive, emotional, and social health, the BTHD offers a new lens for a holistic view of the contextual systems and factors affecting the outcomes and recovery. The BTHD contextual systems include intrapersonal (demographics, clinical), interpersonal (adjacent people’s characteristics and interactions), institutional (family situations, PICU environment), community, social resources, and networks.ConclusionsKnowing the complex nature of post-PICU outcomes in children and their families, the PICSS-PF helps in the better understanding of the complex interplay of factors that contribute to PICS in children and their families, leading to the development of more effective interventions to address this condition.

“Victims or game changers?”: Exploring adolescent girls’ agency in the context of locally led climate action in rural Zimbabwe

abstract Over the past decade, Zimbabwe has experienced several climate-induced extreme events such as droughts, floods, heat waves and cold spells – all of which have challenged the education sector’s resilience to climatic shocks. At the same time, adolescent girls in rural communities continue to ‘fall through the cracks’ of education – failing to attend school, to stay in school and to complete a basic cycle of education. Climate change appears to be a limiting factor for girls in rural areas in addition to other barriers such as household poverty, distances travelled to and from school and gender-based violence. Based on a research study underpinned by human development, African feminist, and actor-oriented theory, this article explores the link between climate change and adolescent girls’ education in Ward 25 of Chivi District, an arid and remote rural region in southwest Zimbabwe. The study population consisted of rural, in-school, adolescent girls aged 10-19 years, whose families reside in or originate from the study area. Data was generated through a qualitative survey administered to twenty-one adolescent girls; sixteen key informant interviews with stakeholders at different levels; and eight focus group discussions (FGDs) with adolescent girls, adolescent boys, teachers and caregivers. Data was also generated through field notes, field observation, photography as well as drawings by adolescent girls. The findings highlight how climatic shocks pose challenges for adolescent girls’ education in rural contexts and the current and potential roles played by the adolescent girls and other actors in addressing climate change. By challenging the narrative that adolescent girls are victims of the climate crisis, this study positions adolescent girls’ agency as a game changer in locally led climate action.

A perspective of human development theory and its applications in Ethiopia: A systematic review

The pre-existing, profit-driven theories of international development gave rise to the movement for human-centered development. In this review, an extensive analysis of Ethiopian perspectives on the theory of human development and its implementation there was carried out for the first time. There has not previously been a review of the theories, techniques, and practices related to Ethiopian human development. The goal of this review was to examine Ethiopian human development concepts, theories, techniques, and practices in order to make recommendations on how to enhance both the current situation of human development and its potential applications in Ethiopia. Ethiopia therefore had a lower human development index (HDI) than sub-Saharan African nations and those with low HDI. When compared to other emerging nations, it also has lower averages for predicted school years, mean school years, and birth weight. Also, on average, its gross national product per person is lower. Except for pension programs for government and military employees, there is no comprehensive, publicly funded welfare system. Most people run the risk of going hungry because they do not have access to enough food to survive. The government will therefore be urged to adopt policies that will increase society’s output and productivity, as well as to implement human-centered development projects, a capability-based approach to development, a strategy for improving sustainable livelihoods, and stable environmental management.

Skills Development for Graduate Employability in Bangladesh: Japanese Language in TVET Program

The tremendous potential of Technical and Vocational Education and Training (TVET) appears evident worldwide, including in Bangladesh, where the emphasis is primarily on individual skills development for decent employment. Numerous studies have demonstrated that varying degrees of development of soft skills and hard skills contribute to the strength and capability of human capital. It is well acknowledged that knowledge and technology are rapidly updated in the contemporary world. This study explores how skills development influences sustainable employability through the lens of the Japanese language skills development program in TVET. Moreover, this research aims to study the impact of Japanese language programs in Bangladesh's TVET system on skills development and sustainable employability. It aims to assess how the skills acquired through these programs benefit both the domestic and international job markets related to Japanese language abilities. This research employs a mixed-methods research approach examining the participants’ perceptions and understandings of those TVET students who have enrolled or graduated from the Japanese language program. The research endeavours to conduct a theoretical examination of the human capital development theory and to establish a connection between the Japanese language program and its associated approach, knowledge, and method. By examining the research findings, this study found that the TVETs’ Japanese language program significantly positively impacts individuals’ hard and soft skills development, improving the quality and form of employability, increasing individual wages, and playing a supportable role in achieving the SDG 8 of decent work and economic growth. Several practical initiatives have been recommended to increase this language program’s sustainability in TVET.

An Eriksonian Reading of The Body by Hanif Kureishi: Integrity Versus Despair

The ageing body and old age issues are among the prominent concerns of Western civilization throughout 21st century. The body, as the new raw material of consumer society, is perceived as something that can be changed as a result of medical developments and even bought and sold like other commodities. Furthering the cause of this transformations Erik Erikson’s psychosocial theory which evokes the quintessence of social pressure on elder people may help to receive the complexity of the issue. In his theory, Erikson posits eight stages of development with specific tasks and crisis peculiar to each stage throughout the life span. This paper represents an attempt to examine Hanif Kureishi’s The Body novella within the framework of Eriksonian psychosocial theory of human development. Admittedly, Kureishi’s short fiction appears to be in the main dealt with ethnicity and identity matters that render the postcolonial approach. Yet, this study is significant in that it deals with the pressures of society, becoming increasingly severe against old people, on ageing, which points out the last stage of Erikson, integrity vs. despair. It also reveals that past experiences and personal desires affect someone’s psyche. Through The Body, the tie between society and individual, desires and realities, appearance and internal existence have been affirmed. It may be concluded when Hanif Kureishi’s The Body is evaluated within the framework of Erikson’s psychosocial development theory, the accuracy of the effects of socio-cultural factors on personality development has been determined.

Neighborhood Social Environment and Self-Perceptions of Aging.

Self-perceptions of aging (SPA) are associated with health and well-being later in life. Although prior studies have identified individual-level predictors of SPA, the role of neighborhood social context in SPA remains largely unexplored. A neighborhood social environment may act as a critical avenue for older adults to remain healthy and socially active, contributing to their evaluations of how they grow old. The present study aims to fill the previous research gap by examining the relationship between neighborhood social environment and SPA, and how age may moderate this relationship. This study is guided by Bronfenbrenner's Ecology of Human Development theory and Lawton's Ecological Model of Aging, positing that an individual's aging experience is deeply rooted in their residential environment. Our sample includes 11,145 adults aged 50+ from the 2014 and 2016 waves of the Health and Retirement Study. We included 4 social and economic aspects of neighborhoods: (1) neighborhood poverty; (2) percentage of older adults; (3) perceived social cohesion; and (4) perceived disorder. Multilevel linear regression models showed that respondents in neighborhoods with higher percentages of the older population and with perceptions of high neighborhood disorder reported more negative SPA. Those who perceived their neighborhoods as more socially cohesive reported more positive SPA. Controlling for individual socioeconomic and health status, only neighborhood social cohesion remained significant. We also found significant interaction effects between neighborhood social cohesion and age: The effects of neighborhood cohesion on SPA were stronger in middle age than in old age. Our findings provide insights into how neighborhood social context is associated with SPA, suggesting that a socially cohesive neighborhood may be important to promote more favorable perceptions of aging, particularly for middle-aged residents.

Adolescent flirting analysis of the phenomenon and its contemporary form

Introduction: The article aims to present the phenomenon of adolescent flirting, with particular emphasis on the context of contemporary cultural challenges. The article is a review, based on domestic and foreign literature. A closer acquaintance with the flit phenomenon may help understanding the social functioning of adolescents and thus may be helpful in creating preventive and intervention programs for young people. Analysis: The analysis of the phenomenon begins with the presentation of two ways of defining the phenomenon, in the biological and philosophical sciences. The reasons why people flirt can be found within the theoryof evolution as well as the theory of human psychosexual development. The impact of social norms on the perception of behaviours that we attribute to this phenomenon was discussed. The undertaken flirtation strategies were distinguished according to gender and sexual orientation. The concept of five styles of flirting wasintroduced: traditional, physical, sincere, fun and polite (Hall et al., 2010). Conclusions: The Internet and forced isolation related to the outbreak of the COVID-19pandemic have significantly influenced adolescent flirting. The digital reality for young people is as real as the material reality. Accordingly, romantic life takes placeusing new technologies. Universal signs and scripts for communicating interest are changing. For adolescents these days, sending a love letter will be less accessiblethan, for example, deepliking. There are also threats in the digital world of teenage romantic relationships, such as feeling FOMO and its consequences, or experiencingonline sexual abuse.

The Moral Habitat

<i>The Moral Habitat</i>

The Concept of the Learner in the Perspective of Islamic Education: An In-depth Analysis of Children's Emotional and Spiritual Development

- This research explores children's emotional and spiritual development in the context of Islamic education, with a focus on the role of family, school, and society. The concept of the student subject in Islam is explained as the process of forming natural potential, especially in the spiritual and emotional aspects, which is the basis for mature life. The family, as an initial educational institution, has the main responsibility in directing children's development in accordance with religious values. Islamic education is identified as a key factor in shaping the moral, social, and religious dimensions of students. This research uses a descriptive approach by collecting data through library research, analyzing human development theory, and examining the concept of Islamic education. The research results highlight the importance of education in aqidah, worship and morals as the main components in forming a child's personality. The integration of emotional and spiritual development theories in the three educational centers creates individuals who are competent in science, faith, charity, and morality, and can make positive contributions to society.

A scoping review of the use of theory in positive youth development and athlete transition literature

ABSTRACT The psychosocial development of young people in sports settings continues to be a popular area of study. Researchers examining youth athletes may draw on developmental theories from broader fields of psychology when choosing which psychosocial outcomes to study. However, it is currently unclear which theories inform youth sport research, and how these theories have been used. Therefore, a scoping review of the literature in positive youth development and youth athlete transitions in sport was conducted to investigate the use of theory in these areas. Two databases were systematically searched (APA PsychINFO and SportDiscus) and 10,453 abstracts were screened for inclusion in the review. Information was extracted from 207 articles and dissertations. Results indicated that the most-used theories included Ecological Theories of Human Development, (Bronfenbrenner, U. (1979). The ecology of human development. University Press) and Self-Determination Theory (Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.). Theories were most often used in peripheral ways to contextualise or discuss research findings (Sandelowski, (1993). Theory unmasked: The uses and guises of theory in qualitative research. Research in Nursing & Health, 16(3), 213–218.). The use of theory more centrally (e.g. theory testing) was less common. In the future, researchers could draw on theories more fully to guide their hypotheses, examine whether non-developmental theories are appropriate to use with different populations, and ensure that research in youth sport is informed by theoretical progress in developmental psychology.

‘Now, She’s a Child and She Has a Child’—Experiences of Syrian Child Brides in Lebanon after Early Marriage

This study examined the lived experiences of Syrian refugee child brides to understand their needs as they navigate new social roles after marriage. A cross-sectional study was conducted in Lebanon using SenseMaker® to collect narratives from married Syrian girls age 13 and older and from their parents. Thematic analysis using inductive coding was performed. Identified themes were organized according to an adaptation of Bronfenbrenner’s socioecological theory of human development to present experiences across all levels of the girls’ interactions and potential influences. Themes at the microsystem level included overwhelming domestic expectations and worry about their own children in the girls’ roles as young mothers. Experiences of intimate partner violence and family conflict were common. At the exosystem level, participants described safety concerns and financial and legal system challenges. The macrosystem level highlighted social expectations around married girls discontinuing education and around separation or divorce. As efforts continue to prevent child marriage within the Syrian crisis and globally, understanding experiences of already married girls is critical to providing support for mitigating harm to child brides. Programs might consider safety planning, parenting supports, access to skills training and education, peer-to-peer social networking, and engaging husbands or families of child brides.

Observation of Piaget's sensorimotor substages in three gorillas

Piaget's theory of human cognitive development was applied to three gorillas at the Oklahoma City Zoo by operationalizing sensorimotor intelligence. The gorillas were of different ages, ranging from one to five years old. Previous research has shown that non-human primates complete Piaget's stages in the same order as humans, albeit not until later ages. These studies were conducted to determine how the cognitive development of non-human primates compares to that of humans, which is important in exploring how humans evolved their level of cognition. Two hypotheses were tested: 1) The gorillas will achieve Piaget's six substages of sensorimotor intelligence in the same order as humans; and 2) The gorillas will exhibit a slower rate of cognitive development as defined in Piaget's theory compared to humans. Observational behavioral data were collected via 30-m focal continuous samples for a total of 17 h, and their behaviors were categorized. Chi-square analysis revealed the gorillas generally completed the substages in the order predicted by Piaget's model (one-year-old gorilla: df = 5, x = 20, p = 0.00125; three-year-old gorilla: df = 5, x = 13.706, p = 0.018; five-year-old gorilla: df = 5, x = 11.444, p = 0.043). The gorillas also exhibited slower achievement of the substages, not achieving each substage until later ages compared to humans. Thus, the null hypothesis that there was no significant difference in the number of substages achieved by each gorilla was rejected.