Context in action: implications for the study of children and adolescents.
Action theories acknowledge the reciprocal nature of the relationship between individual action and social context. In this article, the author discusses various ways that the social context and the individual's actions can interact in childhood and adolescence. From an ecological perspective, emphasis is placed on two main issues: Children and adolescents develop within an interactive web of social contexts, and the examination of some contexts without taking into account others can lead to an incomplete and inaccurate accounting of the role of the social environment. Social contexts are frequently dynamic systems that fluctuate over time, and the extent to which children and adolescents can exert effortful control over changes in contexts varies. Implications of the ecological perspective for action-oriented research are discussed.
Henrich
Christopher C
CC
Department of Psychology, Georgia State University, Atlanta, GA 30302-5010, USA. chenrich@gsu.edu
D000293:Adolescent; D041923:Adolescent Development; D035841:Behavioral Research; D002648:Child; D002657:Child Development; D006801:Humans; D011582:Psychological Theory; D000297:Psychology, Adolescent; D002666:Psychology, Child; D012931:Social Environment