framework
Theoretical Framework
Bronfenbrenner’s Ecological Model and Bioecological Model suggest that the developing child (e.g., students, teachers) can be influenced by the environment. These environments included but not limited to the developing child’s home, school, and family (Bronfenbrenner, 1994; Bronfenbrenner, 1995). The Ecological Model and Bioecological Model can help explain differences between students’ and teachers’ perceptions. In the microsystem, for example, Bronfenbrenner states that interactions in face-to-face settings such as family, school, peer group, and workplace. Students are mostly affected by their family, their school life, and their peer group which would affect their perceptions of bullying.
In the second subsystem known as the mesosystem is comprised of the links between the microsystem which includes the relations between the home and school, and the school and workplace. In this subsystem, Bronfenbrenner states that family and school have greater effect than those attributable to socioeconomic status or race. This means that both teachers and students perceptions of bullying were hugely affected by their family and school environment. For example, students were influenced by how their family and peers at school view bullying and teachers were influenced by how their family and their colleagues at school view bullying. More than half of the teachers disagree that having certain personal characteristics promote involvements in bullying while less than half of the students disagree. More teachers disagree with students that having certain personal characteristics causes bullying because students are the ones to experience bullying at school. The exosystem, the third subsystem in Bronfenbrenner’s Ecological Model, is comprised of the effects of settings that does not contain the developing person, but does indirectly influence him/her. For example, for the student, the relation between the home and the parent’s workplace; for the
Bronfenbrenner’s Ecological Model and Bioecological Model suggest that the developing child (e.g., students, teachers) can be influenced by the environment. These environments included but not limited to the developing child’s home, school, and family (Bronfenbrenner, 1994; Bronfenbrenner, 1995). The Ecological Model and Bioecological Model can help explain differences between students’ and teachers’ perceptions. In the microsystem, for example, Bronfenbrenner states that interactions in face-to-face settings such as family, school, peer group, and workplace. Students are mostly affected by their family, their school life, and their peer group which would affect their perceptions of bullying.
In the second subsystem known as the mesosystem is comprised of the links between the microsystem which includes the relations between the home and school, and the school and workplace. In this subsystem, Bronfenbrenner states that family and school have greater effect than those attributable to socioeconomic status or race. This means that both teachers and students perceptions of bullying were hugely affected by their family and school environment. For example, students were influenced by how their family and peers at school view bullying and teachers were influenced by how their family and their colleagues at school view bullying. More than half of the teachers disagree that having certain personal characteristics promote involvements in bullying while less than half of the students disagree. More teachers disagree with students that having certain personal characteristics causes bullying because students are the ones to experience bullying at school. The exosystem, the third subsystem in Bronfenbrenner’s Ecological Model, is comprised of the effects of settings that does not contain the developing person, but does indirectly influence him/her. For example, for the student, the relation between the home and the parent’s workplace; for the