The Bioecological Model of Human Development

By U. Bronfenbrenner, P. Morris. 2007

5,802 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4b8d229c91213edfe01f78d1e566b541eb00ff36

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Citations in the corpus

Child Development During the COVID‐19 Pandemic Through a Life Course Theory Lens (2020, background): “Bioecological theory (Bronfenbrenner & Morris, 2006) asserts that development is driven by individual characteristics, the proximal to distal systems in which the individual is embedded, and the historical time in which development and associated interactions occur.”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “Furthermore, it is necessary to consider multiple contextual influences on engagement (Bronfenbrenner & Morris, 2006).”
A population-level analysis of associations between school music participation and academic achievement. (2020, background): “From an overarching conceptual and methodological standpoint, Bronfenbrenner’s bio-ecological model (Bronfenbrenner & Morris, 2006) is useful for guiding our analyses of the association between (prolonged) music learning and academic achievement, as its propositions, the process-person-context-time…”
Exposure to Neighborhood Affluence and Poverty in Childhood and Adolescence and Academic Achievement and Behavior (2014, background): “…and developmental systems theories describe how children are nested in interrelated contexts, including family, neighborhood, school, and peers, that are critical for development; the salience of these contexts shifts across development (Bronfenbrenner & Morris, 2006; Elder, 1995; Lerner, 2006).”
Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017, unknown): “The bioecological model of human development (Bronfenbrenner & Morris, 2006) suggests that children are influenced by their experiences in school through proximal processes, or interactions with teachers and peers in their classrooms.”
Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten (2012, background): “Second, the findings acknowledge the importance of taking an ecologically sensitive approach to understanding early social experiences that contribute to school readiness and subsequent school success (Bronfenbrenner & Morris, 2006).”
Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis (2013, methodology): “In defining father involvement for the purposes of this meta-analysis, we draw from Bronfenbrenner’s bioecological model (Bronfenbrenner & Morris, 2006), which recognizes that children’s development is determined by experiences across multiple contexts and notes that proximal processes within these…”