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Urie Bronfenbrenner's Theory of Human Development: Its Evolution From Ecology to Bioecology
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We describe the evolution, over three phases, of Bronfenbrenner's theory from an ecological to a bioecological theory. Phase 1 (1973–1979) culminated in the publication of The Ecology of Human Development (1979). Phase 2 (1980–1993) saw almost immediate modifications to the theory, with more attention paid to the role of the individual and greater concern with developmental processes. In Phase 3 (1993–2006), proximal processes were defined and placed at the heart of bioecological theory, and from 1998, the Process‐Person‐Context‐Time ( PPCT ) model was described as the theory's appropriate research design. Given the extent of these changes, and to avoid theoretical incoherence, scholars should be cautious about stating that their research is based on Bronfenbrenner's theory without specifying which version they are using .
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“These iterations were developed across three distinct phases: (a) 1973-1979, (b) 1983-1993, and (c) 1993-2006 (Rosa & Tudge, 2013).”
From Technologizing Bronfenbrenner: Neo-ecological Theory. (2023) · cites this paper as Rosa & Tudge, 2013
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“Bronfenbrenner’s theory, being fully developed by the turn of the century (Rosa & Tudge, 2013), did not consider the impact of developing in the digital age.”
From Technologizing Bronfenbrenner: Neo-ecological Theory. (2023) · cites this paper as Rosa & Tudge, 2013
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Cites
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Sorted by citations
Eriksson, M., Ghazinour, M., & Hammarström, A. (2018) · Social Theory & Health · doi:10.1057/s41285-018-0065-6 · Cited by 529
“During the 1970s, Bronfenbrenner named his emerging theory an ‘‘ecological model of human development’’ (Rosa and Tudge 2013). Ecology was defined as a fit between the individual and his/her environment. In order to develop, and not only survive, the fit between the individual and its environment must be even closer (…”
BackgroundMethodInfluentialTechnologizing Bronfenbrenner: Neo-ecological Theory.
Navarro, J. L., & Tudge, J. R. H. (2023) · Current Psychology · doi:10.1007/s12144-022-02738-3 · Cited by 325
Self-citationTong, P., & An, I. S. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1233925 · Cited by 426
“First, consistent with other scholars’ previous reminders (e.g., Tudge et al., 2009; Rosa and Tudge, 2013; Navarro et al., 2022), we also emphasize on the importance for studies to clearly specify which version of the theory they are adopting and to provide a rationale for their choices.”
BackgroundResultTudge, J. R. H., Payir, A., Merçon‐Vargas, E. A., Cao, H., Liang, Y., Li, J., & O’Brien, L. (2016) · Journal of Family Theory & Review · doi:10.1111/jftr.12165 · Cited by 311
“…theory stemming from Bronfenbrenner’s writings from the 1990s onwards; however, we do not provide detail about the ways in which his theory changed from an ecological to a bioecological theory, as that was briefly discussed in Tudge et al. (2009) and covered in some depth by Rosa and Tudge (2013).”
BackgroundInfluentialSelf-citationThe Process of Eco-Anxiety and Ecological Grief: A Narrative Review and a New Proposal
Pihkala, P. (2022) · Sustainability · doi:10.3390/su142416628 · Cited by 256
When Pandemics Collide: The Impact of COVID-19 on Childhood Obesity
Browne, N. T., Snethen, J., Greenberg, C. S., Frenn, M., Kilanowski, J. F., Gance‐Cleveland, B., Burke, P. J., & Lewandowski, L. (2020) · Journal of Pediatric Nursing · doi:10.1016/j.pedn.2020.11.004 · Cited by 182
El Zaatari, W., & Maalouf, I. (2022) · Sage Open · doi:10.1177/21582440221134089 · Cited by 182
“Moreover, Bronfenbrenner emphasized the use of the PPCT model in research to show how interactions between process, person, context, and time could explain the development of individuals (Hayes et al., 2017; Tudge & Rosa, 2013).”
BackgroundMethodPositive Effects of Digital Technology Use by Adolescents: A Scoping Review of the Literature
Haddock, A. D., Ward, N. L., Yu, R., & O’Dea, N. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192114009 · Cited by 221
“At the core of this theory is the focus on proximal processes, or the reciprocal interactions between the developing individual and persons, objects or symbols within the immediate ecological context [8,9].”
BackgroundSapiets, S. J., Totsika, V., & Hastings, R. P. (2021) · Journal of Applied Research in Intellectual Disabilities · doi:10.1111/jar.12852 · Cited by 141
Merçon‐Vargas, E. A., Lima, R. F. F., Rosa, E. M., & Tudge, J. (2020) · Journal of Family Theory & Review · doi:10.1111/jftr.12373 · Cited by 138
Self-citationSkinner, E. A., Rickert, N. P., Vollet, J. W., & Kindermann, T. A. (2022) · Educational Psychologist · doi:10.1080/00461520.2022.2038603 · Cited by 159
“With critiques and revisions (Rosa & Tudge, 2013; Spencer, 2006; V elez-Agosto et al., 2017), it has now been applied broadly to frame topics across developmental science and education (e.g., Burns et al., 2015; Lawson & Lawson, 2013).”
MethodLerner, R. M., Johnson, S. K., & Buckingham, M. H. (2015) · Journal of Family Theory & Review · doi:10.1111/jftr.12067 · Cited by 133
Multilevel Mixed Methods Research Designs: Advancing a Refined Definition
Headley, M. G., & Clark, V. L. P. (2019) · Journal of Mixed Methods Research · doi:10.1177/1558689819844417 · Cited by 139
“Contemporary versions of Bronfenbrenner’s work include chronological and biological systems (Bronfenbrenner & Morris, 2006; Rosa & Tudge, 2013).”
BackgroundFactors predicting mathematics achievement in PISA: a systematic review
Wang, X. S., Perry, L. B., Malpique, A., & Ide, T. (2023) · Large-scale Assessments in Education · doi:10.1186/s40536-023-00174-8 · Cited by 165
“Since emerging patterns echoed Bronfenbrenner’s theory of human development, a synthesis framework was developed based on the phase two “person-process-context model” (Bronfenbrenner & Morris, 1998, 2006; Rosa & Tudge, 2013), as shown in Fig.”
MethodVaried Patterns of Family Resilience in Challenging Contexts
Ungar, M. (2016) · Journal of Marital and Family Therapy · doi:10.1111/jmft.12124 · Cited by 102
Integrating time into stigma and health research
Earnshaw, V. A., Watson, R. J., Eaton, L. A., Brousseau, N. M., Laurenceau, J.-P., & Fox, A. B. (2022) · Nature Reviews Psychology · doi:10.1038/s44159-022-00034-2 · Cited by 107
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“…through the perceptions of the young people and the adults with whom they interact (Ferreira, Azevedo, & Menezes, 2012; Grob et al., 1996), reflecting Zeldin et al. 871 the view that social situations perceived as real are real in their consequences (Bandura, 2006; Rosa & Tudge, 2013).”
BackgroundRussell, C. G., & Russell, A. (2019) · Obesity Reviews · doi:10.1111/obr.12838 · Cited by 97
“A theme throughout these models has been what has been variously described as a transactional model,(70,78,79) a biopsychosocial approach,(80,81) or a bioecological model.(67,82,83) In general, these models incorporate three main sources of influence on developmental outcomes, namely (1) constitutional, genetic, or bi…”
BackgroundRethinking context: Digital technologies and children's everyday lives
Plowman, L. (2016) · Children's Geographies · doi:10.1080/14733285.2015.1127326 · Cited by 82
“Rosa and Tudge (2013) comment that too many researchers refer only to the earlier version and seem to be unaware of the later modi fi cations in the PPCT model that gave more emphasis to family interactions in proximal processes as well as acknowledging the mutually interacting nature of the in fl…”
BackgroundCare and caring: An ecological framework
Bowlby, S., & McKie, L. J. (2018) · Area · doi:10.1111/area.12511 · Cited by 99
Green, J., Staff, L., Bromley, P., Jones, L., & Petty, J. (2020) · Journal of Neonatal Nursing · doi:10.1016/j.jnn.2020.10.005 · Cited by 80
Faculty Views on College Student Mental Health: Implications for Retention and Student Success
Kalkbrenner, M. T., Jolley, A. L., & Hays, D. G. (2019) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/1521025119867639 · Cited by 78
“The PPCT model coincides with a phenomenological perspective, as its emphasis is on how individuals perceive the setting and its different contexts (Rosa & Tudge, 2013).”
BackgroundMethodOperationalizing Urie Bronfenbrenner’s Process-Person-Context-Time Model
Xia, M., Li, X., & Tudge, J. R. H. (2020) · Human Development · doi:10.1159/000507958 · Cited by 75
“…Bronfenbrenner had by no means ignored the influence of individual characteristics in his earliest ecological writings (Bronfenbrenner, 1979a; Rosa & Tudge, 2013; Tudge, Payir, & Merçon-Vargas, under review) there is little doubt that most attention in his early writings was paid to the role…”
BackgroundInfluentialSelf-citationFenech, M., Wong, S., Boyd, W., Gibson, M., Watt, H. M. G., & Richardson, P. (2021) · The Australian Educational Researcher · doi:10.1007/s13384-020-00424-6 · Cited by 80
Putting the entrepreneur back into entrepreneurial ecosystems
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“Because individual actors both affect and are affected by their environment, EST suggests that development emerges from the interaction of individuals and their context (Rosa and Tudge, 2013).”
BackgroundBlanchard, S. B., Newton, J. R., Didericksen, K. W., Daniels, M., & Glosson, K. (2021) · Topics in Early Childhood Special Education · doi:10.1177/0271121421992470 · Cited by 67
Biesta, G., Heugh, K., Červinková, H., Rasiński, L., Osborne, S., Forde, D., Wrench, A., Carter, J., Säfström, C. A., Soong, H., et al. (2021) · Educational Philosophy and Theory · doi:10.1080/00131857.2021.1929172 · Cited by 74
Zeldin, S., Krauss, S. E., Kim, T., Collura, J. J., & Abdullah, H. B. (2015) · Journal of Youth and Adolescence · doi:10.1007/s10964-015-0320-2 · Cited by 77
“ceived as real are real in their consequences (Rosa and Tudge 2013), but observations of quality within the ‘‘black”
BackgroundZhao, M., & Fu, W. (2020) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2020.1747761 · Cited by 80
“The most direct system for the development of children with ASD is the micro-system, and the family most closely related and largest micro-system for children with ASD (Bronfenbrenner 1986, Liu and Meng 2009, Rosa and Tudge 2013).”
BackgroundCaldwell, J., & Sinha, V. (2020) · Child Indicators Research · doi:10.1007/s12187-019-09676-w · Cited by 75
Negotiating Complexity: A Bioecological Systems Perspective on Literacy Development
Jaeger, E. L. (2016) · Human Development · doi:10.1159/000448743 · Cited by 76
“3 A more extensive discussion appears in Rosa and Tudge [2013].”
BackgroundNavarro, J. L., Stephens, C., Rodrigues, B. C., Walker, I. A., Cook, O., O'Toole, L., Hayes, N., & Tudge, J. R. H. (2022) · Journal of Family Theory & Review · doi:10.1111/jftr.12459 · Cited by 62
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Coetzee, J., Jewkes, R. K., & Gray, G. (2017) · PLoS ONE · doi:10.1371/journal.pone.0184775 · Cited by 56
“The study drew on an ecological model [40] of HIV risk whereby SWs may have been made vulnerable to HIV owing to individual factors (e.”
Advancing an Ecological Approach to Chronic Absenteeism: Evidence from Detroit
Singer, J., Pogodzinski, B., Lenhoff, S. W., & Cook, W. (2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812112300406 · Cited by 61
“The goal of this study was to examine chronic absenteeism in Detroit from an ecological perspective, which requires attention to process, person, context, and time factors (Rosa & Tudge, 2013; Tudge et al., 2009, 2016).”
A tangled web: The reciprocal relationship between depression and educational outcomes in China
Shen, W. (2019) · Social Science Research · doi:10.1016/j.ssresearch.2019.102353 · Cited by 54
“The second question is: What are the mechanisms that link educational achievement to depression? According to Bronfenbrenner’s human ecology theory, five components form the microsystem which has the most immediate and direct impact on children’s development – peers, family, school, religious institutions, and neighbo…”
BackgroundBronfenbrenner's Ecological Theory
Tudge, J. R. H., & Rosa, E. M. (2020) · Wiley eBooks · doi:10.1002/9781119171492.wecad251 · Cited by 68
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Work and Family Research and Theory: Review and Analysis From an Ecological Perspective
Perry‐Jenkins, M., & Wadsworth, S. M. (2017) · Journal of Family Theory & Review · doi:10.1111/jftr.12188 · Cited by 58
Towards a socio-ecological framework to address gender inequity in computer science
Michell, D., Szabo, C., Falkner, K. E. K., & Szörényi, A. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.07.019 · Cited by 55
Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2018) · International Journal of Inclusive Education · doi:10.1080/13603116.2018.1492637 · Cited by 56
“…paper, later versions of Bronfenbrenner’s model took into account the role played by the individual, particularly through the inclusion of ‘proximal processes’ which represent the complex series of interactions between the individual and the environment (Bronfenbrenner 2005; Rosa and Tudge 2013).”
Background‘A synergy model of health’: an integration of salutogenesis and the health assets model
Pérez-Wilson, P., Marcos‐Marcos, J., Morgan, A. R., Eriksson, M., Lindström, B., & Álvarez‐Dardet, C. (2020) · Health Promotion International · doi:10.1093/heapro/daaa084 · Cited by 42
Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education
Goñi, J., Cortázar, C., Alvares, D., Donoso, U., & Miranda, C. (2020) · Sustainability · doi:10.3390/su122410444 · Cited by 56
“face-to-face learning comparisons, given the fact that digitalization occurred in all systemic/ecological levels [38,39] and not just at the course level.”
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Ferguson, G. M., Muzaffar, H., Iturbide, M. I., Chu, H., & Gardner, J. M. (2017) · Child Development · doi:10.1111/cdev.12808 · Cited by 47
“…for research on human development and social change (Pinquart & Silbereisen, 2004), we take a bioecological systems approach using Bronfenbrenner’s final recommendations embodied in the Process–Person–Context–Time model (PPCT, Bronfenbrenner & Morris, 2006; also see Rosa & Tudge, 2013).”
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A systematic review of drop-out from organized soccer among children and adolescents
Temple, V., & Crane, J. (2016) · Soccer and Society · doi:10.1080/14660970.2015.1100901 · Cited by 44
Chinhara, H., & Sotuku, N. (2020) · Scientific African · doi:10.1016/j.sciaf.2020.e00270 · Cited by 39
Zhang, Y., Hu, Y., & Yu, M. (2024) · Language Teaching Research · doi:10.1177/13621688241266184 · Cited by 53
“…system theory and SDT as the theoretical framework and employing a cross-sectional research design (Bronfenbrenner, 1977; Deci & Ryan, 2000; Rosa & Tudge, 2013), this study aims to investigate the relationships among perceived social support, emotion regulation strategies, and learning…”
Toward a Model of Military Family Resiliency: A Narrative Review
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“The process–person–context–time (PPCT) elaboration of the bioecological model is particularly useful because it emphasizes the importance of historical time and events for children’s bioecological systems and related development (Bronfenbrenner & Morris, 2006; Rosa & Tudge, 2013).”
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Pedrotti, B. G., Mallmann, M. Y., Almeida, C. R. S., Marques, F. M., Vescovi, G., Riter, H. D. S., Almeida, M. L., Pieta, M. A. M., & Frizzo, G. B. (2021) · Infant Mental Health Journal · doi:10.1002/imhj.21952 · Cited by 31
“Furthermore, according to Bronfenbrenner, child development is promoted when the environment favors observation and engagement in challenging activities with the assistance of more experienced ones (Bronfenbrenner, 1973, 1979; Rosa & Tudge, 2013).”
BackgroundSwedish Reception of Unaccompanied Refugee Children—Promoting Integration?
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How to become more grateful? The mediating role of resilience between empathy and gratitude
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“The theory postulates five distinct levels of environmental influence on child development—microsystem, mesosystem, exosystem, macrosystem, and chronosystem (Bronfenbrenner, 1986; Rosa & Tudge, 2013).”
BackgroundHaw, J. Y., & King, R. B. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09773-3 · Cited by 41
“The macrosystem is defined as the overarching patterns of a sociocultural group or sub-groups (King, 2022; King et al., 2018; King & McInerney, 2014; Rosa & Tudge, 2013).”
BackgroundUrie Bronfenbrenner: Toward an Evolutionary Ecological Systems Theory
Hertler, S. C., Figueredo, A. J., Peñaherrera-Aguirre, M., Fernandes, H. B. F., & Woodley of Menie, M. A. (2018) · Life History Evolution · doi:10.1007/978-3-319-90125-1_19 · Cited by 29
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“…of Motor Learning & Development For Peer Review Running head: FORMS OF LIFE IN BRITISH RUGBY LEAGUE 347 processes between people and context, the macrosystem focuses on the wider culture and its 348 influence on everyday beliefs, values, attitudes, actions and practices (Rosa & Tudge, 2013).”
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“Interview guides were first developed in English based on the socioecological approach [24,25].”
Investigating Young Children’s Social Interactions During Digital Play
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Thinking Ecologically in Educational Policy and Research
Lenhoff, S. W., Singer, J., & Gottfried, M. A. (2022) · Peabody Journal of Education · doi:10.1080/0161956x.2022.2026715 · Cited by 26
“Bronfenbrenner’s ecological approach to human development was motivated in part by a view that research should inform social and economic policies relevant to children and families (Rosa & Tudge, 2013).”
BackgroundUrie Bronfenbrenner’s Bioecological Theory: Its Development, Core Concepts, and Critical Issues
Tudge, J. R. H., Merçon‐Vargas, E. A., & Payir, A. (2022) · Springer eBooks · doi:10.1007/978-3-030-92002-9_16 · Cited by 45
Self-citationUnraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective
Liu, H., Duan, S., & Chu, W. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20010613 · Cited by 31
“The mesosystem in Bronfenbrenner’s ecological systems theory is often viewed as a relational system [30] focusing on the interrelations among two or more settings in which the developing person becomes an active participant [18].”
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Understanding Latino Grandparents Raising Grandchildren Through a Bioecological Lens
Mendoza, N., Fruhauf, C. A., Bundy‐Fazioli, K., & Weil, J. (2017) · The International Journal of Aging and Human Development · doi:10.1177/0091415017702907 · Cited by 24
“In order for the process to be effective, the interaction must occur regularly and for an extended period of time (Bronfenbrenner & Morris, 2006; Rosa & Tudge, 2013).”
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Urie Bronfenbrenner: The Ecology of Human Development Book Review
Soyer, G. F. (2019) · Journal of Culture and Values in Education · doi:10.46303/jcve.02.02.6 · Cited by 37
College students’ perceptions of “old people” compared to “grandparents”
Newsham, T. M. K., Schuster, A. M., Guest, M. A., Nikzad-Terhune, K. A., & Rowles, G. D. (2020) · Educational Gerontology · doi:10.1080/03601277.2020.1856918 · Cited by 24
Marangell, S., & Baik, C. (2022) · Journal of International Students · doi:10.32674/jis.v12i4.3877 · Cited by 37
“In the most recent understanding of Bronfenbrenner’s ecological systems theory, the microsystem is the most influential to development (Rosa & Tudge, 2013).”
BackgroundPushkarenko, K., Dunn, J. C., & Goodwin, D. L. (2021) · Adapted Physical Activity Quarterly · doi:10.1123/apaq.2020-0123 · Cited by 34
“The exosystem represents the larger social system in which an individual is not an active participant (Rosa & Tudge, 2013).”
BackgroundOccupational risk factors in child protection social work: A scoping review
Boonzaaier, E., Truter, E., & Fouché, A. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105888 · Cited by 25
Kintner-Duffy, V. L., Scott-Little, C., & Smith, N. (2021) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2021.1902433 · Cited by 22
“Figure 1 displays our PPCT model that serves as the conceptual framework for interpreting the findings of this study (Rosa & Tudge, 2013).”
MethodKrauss, S. E., Kornbluh, M., & Zeldin, S. (2017) · Children and Youth Services Review · doi:10.1016/j.childyouth.2017.01.009 · Cited by 27
Harnessing socio-cultural constraints on athlete development to create a form of life
Rothwell, M., Davids, K., & Stone, J. A. (2017) · SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University) · Cited by 22
Toxic Stress and Vulnerable Mothers: A Multilevel Framework of Stressors and Strengths
Condon, E. M., & Sadler, L. S. (2018) · Western Journal of Nursing Research · doi:10.1177/0193945918788676 · Cited by 22
“In each following layer of the model, the influence of each system becomes less direct (Figure 1; Bronfenbrenner & Ceci, 1994; Rosa & Tudge, 2013).”
Kjoelaas, S., Tillerås, K. H., & Feragen, K. B. (2020) · Journal of Huntington s Disease · doi:10.3233/jhd-190377 · Cited by 22
“According to this framework, and in line with this study’s findings, human development is influenced by a continuous interaction between internal and external environments, and a disruption at any significant point in a child’s life will create a ‘ripple effect’, possibly impacting all other areas of the child’s life…”
ResultHuff, N. R., Dunderdale, L., Kellogg, A. J., & Isbell, L. M. (2024) · Clinical Psychology Review · doi:10.1016/j.cpr.2024.102504 · Cited by 33
Roy, R. N., James, A. G., Brown, T. L., Craft, A. L., & Mitchell, Y. (2020) · Journal of Family Theory & Review · doi:10.1111/jftr.12365 · Cited by 24
Bronfenbrenner's theory and teaching intervention: The case of student with intellectual disability
Πανόπουλος, Ν., & DROSSİNOU-KOREA, M. (2020) · Journal of Language and Linguistic Studies · doi:10.17263/jlls.759243 · Cited by 26
(2019) · Springer eBooks · doi:10.1007/978-3-030-27905-9 · Cited by 21
Crook, A., Jacobs, C., Newton-John, T. R. O., & McEwen, A. (2022) · Journal of Genetic Counseling · doi:10.1002/jgc4.1591 · Cited by 21
“Once generated, all themes were mapped to the PPCT model of Bronfenbrenner’s bioecological theory (Bronfenbrenner, 2001; Bronfenbrenner & Evans, 2000; Rosa & Tudge, 2013).”
BackgroundMethodFamily identity and severe mental illness: A thematic synthesis of qualitative studies
González, Á. R. A., Prous, A. C., Castellanos, G., Martín‐Lanas, R., & Canga, A. (2017) · European Journal of Social Psychology · doi:10.1002/ejsp.2240 · Cited by 25
FEETHAM, S. L. (2018) · Journal of Family Nursing · doi:10.1177/1074840718767831 · Cited by 21
“Also essential is the pursuit of the trajectory of publications of related theories and conceptualizations to assure accurate interpretations (Dunkin, 1996; Rosa & Tudge, 2013; Tudge, Mokrova, Hatfield, & Karnik, 2009).”
Experiences of siblings to children with autism spectrum disorder
Mokoena, N. P., & Kern, A. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.959117 · Cited by 42
From Theory to Methodology: Using Ecological Engagement to Study Development in Context
Koller, S. H., Raffaelli, M., & de Morais, N. A. (2020) · Child Development Perspectives · doi:10.1111/cdep.12378 · Cited by 25
Garavan, T. N., Wang, J., Nolan, C. T., Lai, Y., O’Brien, F., Darcy, C., Matthews‐Smith, G., & McLean, G. N. (2022) · International Journal of Management Reviews · doi:10.1111/ijmr.12308 · Cited by 26
Yang, M., Chen, I., Song, Y., & Wang, X. (2021) · Children and Youth Services Review · doi:10.1016/j.childyouth.2021.105985 · Cited by 22
Neurodiversity 2.0 - Harnessing cross-disciplinary disability insights
Srinivasan, H. (2025) · Research in Autism · doi:10.1016/j.reia.2025.202652 · Cited by 23
Siraj, I., & Huang, R. (2020) · Human Development · doi:10.1159/000508341 · Cited by 19
“In contrast to this, Siraj and Mayo (2014) provide another possibility to strengthen an individual’s competence through making the interactional processes progressively more complicated, such as providing developmentally and culturally appropriate resources, instructions, and interaction.”
BackgroundIftach, G., & Shapira‐Lishchinsky, O. (2021) · Educational Management Administration & Leadership · doi:10.1177/17411432211002517 · Cited by 19
“Organizational – refers to the mid-level school leader’s interactions with the school principal and senior management (Rosa and Tudge, 2013) and various organizational aspects such as school regulations, values, and resources (Rudasill et al.”
BackgroundInfluentialLearning by doing: A multi‐level analysis of the impact of citizen science education
Zhang, E. Y., Hundley, C., Watson, Z., Farah, F., Bunnell, S. L., & Kristensen, T. V. (2023) · Science Education · doi:10.1002/sce.21810 · Cited by 25
Sadler, L. S., Banasiak, N. C., Canapari, C. A., Crowley, A. A., Fenick, A. M., O’Connell, M., Ordway, M. R., Sude, L., Treviño, S., & Redeker, N. S. (2020) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/dbp.0000000000000799 · Cited by 19
Metadata
- Authors
- Rosa, E. M., & Tudge, J.
- Affiliations
- University of North Carolina at Greensboro (US)
- ORCID
- Tudge, Jonathan
- Venue
- Journal of Family Theory & Review
- Publisher
- Wiley
- Published
- 2013-12
- Volume
- 5
- Issue
- 4
- Pages
- 243-258
- ISSN
- 1756-2570 (ISSN-L)
- 1756-2589
- OpenAlex
- W1675192189
- Semantic Scholar
- 5ad78d042a25ab1c40f7ad12f034e7f019951c62
- Cited by
- 775
- References
- 42
- Citations by year
- 2026: 127 · 2025: 99 · 2024: 82 · 2023: 65 · 2022: 76 · 2021: 86 · 2020: 67 · 2019: 48 · 2018: 39 · 2017: 28 · 2016: 24 · 2015: 23 · 2014: 10 · 2013: 1
- FWCI
- 39.97
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- Journal of Family Theory & Review (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Funders
- Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
- Universidade Federal do Rio Grande do Sul
- University of North Carolina at Greensboro
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- Bronfenbrenner, bioecological model, ecological systems theory, human development theory, proximal processes, Process-Person-Context-Time model, developmental processes
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