 How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School?Wafaa El Zaatari and Imad Maalouf SAGE Open, 2022, vol. 12, issue 4, 21582440221134089 Abstract: The central concept of this review underscores the fact that the development of a feeling of belonging at school occurs because of different interactions between developing students and the school’s ecological environment over time. This review argues that Bronfenbrenner’s Bio-ecological Systems Theory can best explain the development of school belonging by highlighting the role of PPCT (Process, Person, Context, and Time). The process includes the interactions (proximal and distal) that occur between students and their school’s ecological systems. The person considers the active role of students in influencing their development. The context encompasses the school’s ecological systems. The time includes events and the chronological age of students. The review highlights the most important proximal practices and interactions that occur in school microsystems and play a significant role in enhancing students’ sense of belonging. Empirical, longitudinal research that focuses on the interactions of all the components of the PPCT model is recommended. Keywords: school belonging; school climate; Bio-ecological Systems Theory; PPCT; proximal interactions; distal interactions (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:4:p:21582440221134089 DOI: 10.1177/21582440221134089 Access Statistics for this article More articles in SAGE Open |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.