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A Phenomenological Variant of Ecological Systems Theory (PVEST): A self-organization perspective in context

SPENCER, MARGARET BEALE, DUPREE, DAVIDO, HARTMANN, TRACEY·1997·Development and Psychopathology
DOI 10.1017/s0954579497001454
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Abstract

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 was particularly important for males. For girls, not only was stress not important but it was also only the 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.

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Metadata

Authors
SPENCER, M. B., DUPREE, D., & HARTMANN, T.
Venue
Development and Psychopathology
Publisher
Cambridge University Press (CUP)
Published
1997-12
Volume
9
Issue
4
Pages
817-833
ISSN
  • 0954-5794
  • 1469-2198
DOI
10.1017/s0954579497001454
Cited by
571
References
0
Language
en
Licence
www.cambridge.org/core/terms (unspecified)

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