A phenomenological variant of ecological systems theory (PVEST): a self-organization perspective in context.
A framework that emphasizes and integrates individuals' intersubjective experiences with Bronfenbrenner's ecological systems theory (PVEST) is introduced and compared with self-organizational perspectives. Similarities, differences and advantages of each framework are described. In a demonstration of PVEST's utility, a subset of data from the 3rd year of a longitudinal study (14- to 16-year-old middle adolescent African-Americans) is used for examining an achievement variable: negative learning attitude. Explored separately by gender, a regression model that contained risk, stress, and a reactive coping variable for the prediction of negative learning attitudes was investigated. For boys, stress was an independent stressor across steps independent of the other variables entered; social support variable, perceived unpopularity with peers, that was a significant predictor of girls' negative learning attitude. Particularly for boys, the findings suggest critically important roles for teachers and peers in the negative learning attitude of midadolescent economically disadvantaged African-American students.
Spencer
M B
MB
University of Pennsylvania, Graduate School of Education, Philadelphia 19104-6216, USA.
Dupree
D
D
Hartmann
T
T
D000293:Adolescent; D001741:Black or African American / Q000523:psychology; D001290:Attitude; D004463:Ecology; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007398:Interpersonal Relations; D007858:Learning; D008016:Life Change Events; D008137:Longitudinal Studies; D008297:Male; D008960:Models, Psychological; D010414:Pennsylvania; D012044:Regression Analysis; D012649:Self Concept; D012737:Sex Factors