The present study investigated whether satis- faction and frustration of the psychological needs for autonomy, relatedness, and competence, as identified within Basic Psychological Need Theory (BPNT; Deci and Ryan, Psychol Inquiry 11:227-268, 2000; Ryan and Deci, Psychol Inquiry 11:319-338, 2000), contributes to participants' well-being and ill-being, regardless of their cultural back- ground and interpersonal differences in need strength, as indexed by either need valuation (i.e., the stated importance of the need to the person) or need desire (i.e., the desire to get a need met). In Study 1, involving late adolescents from Belgium and China (total N = 685; Mean age = 17 years), autonomy and competence satisfaction had unique associations with well-being and individual differences in need valuation did not moderate these associations. Study 2 involved participants from four culturally diverse nations (Belgium, China, USA, and Peru; total N = 1,051; Mean age = 20 years). Results provided evidence for the mea- surement equivalence of an adapted scale tapping into both need satisfaction and need frustration. Satisfaction of each of the three needs was found to contribute uniquely to the prediction of well-being, whereas frustration of each of the three needs contributed uniquely to the prediction of ill- being. Consistent with Study 1, the effects of need satis- faction and need frustration were found to be equivalent across the four countries and were not moderated by indi- vidual differences in the desire for need satisfaction. These findings underscore BPNT's universality claim, which states that the satisfaction of basic needs for autonomy, relatedness, and competence represent essential nutrients for optimal functioning across cultures and across individ- ual differences in need strength.

Basic psychological need satisfaction, need frustration, and need strength across four cultures

In this paper we propose a model for examining personal identity development that moves attention from a relatively exclusive examination of the individual to an examination of the intersection betwee

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Personal, Master, and Alternative Narratives: An Integrative Framework for Understanding Identity Development in Context

Investigators have long recognized that adolescents’ peer experiences provide a crucial context for the acquisition of developmental competencies, as well as potential risks for a range of adjustment difficulties. However, recent years have seen an exponential increase in adolescents’ adoption of social media tools, fundamentally reshaping the landscape of adolescent peer interactions. Although research has begun to examine social media use among adolescents, researchers have lacked a unifying framework for understanding the impact of social media on adolescents’ peer experiences. This paper represents Part 1 of a two-part theoretical review, in which we offer a transformation framework to integrate interdisciplinary social media scholarship and guide future work on social media use and peer relations from a theory-driven perspective. We draw on prior conceptualizations of social media as a distinct interpersonal context and apply this understanding to adolescents’ peer experiences, outlining features of social media with particular relevance to adolescent peer relations. We argue that social media transforms adolescent peer relationships in five key ways: by changing the frequency or immediacy of experiences, amplifying experiences and demands, altering the qualitative nature of interactions, facilitating new opportunities for compensatory behaviors, and creating entirely novel behaviors. We offer an illustration of the transformation framework applied to adolescents’ dyadic friendship processes (i.e., experiences typically occurring between two individuals), reviewing existing evidence and offering theoretical implications. Overall, the transformation framework represents a departure from the prevailing approaches of prior peer relations work and a new model for understanding peer relations in the social media context.

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Transformation of Adolescent Peer Relations in the Social Media Context: Part 1—A Theoretical Framework and Application to Dyadic Peer Relationships

This article synthesizes knowledge on the role of relationships and key macroand micro-contexts - poverty, racism, families, communities, schools, and peers - in supporting and/or undermining the h...

https://www.tandfonline.com/doi/pdf/10.1080/10888691.2017.1398650

Drivers of Human Development: How Relationships and Context Shape Learning and Development.

This article presents a brief overview of a family resilience conceptual framework, grounded in a multi-level developmental systems orientation. A family systems perspective broadens attention to resources for individual resilience throughout the family network of relationships. The concept of family resilience refers to the family as a functional system, impacted by highly stressful events and social contexts, and in turn, facilitating the positive adaptation of all members and strengthening the family unit. A research-informed map of key processes in family resilience is outlined, highlighting the recursive and synergistic influences of transactional processes within families and with their social environment. Varied process elements may be more or less useful, depending on different adverse situations over time, with a major crisis, trauma, or loss; disruptive transitions; or chronic multi-stress conditions. This perspective is attuned to the diversity of family cultures and structures, their r...

Family resilience: a developmental systems framework

This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The Ecology of Human Development

This chapter focuses on the human ecosystem framework by exploring risks and opportunities that affect development at each level of the human environment. It describes the benefits and dangers that can come to the child from family, community, political and economic decisions, and finally from the culture as a whole. Sociocultural risk refers to the impoverishing of the child's world so that the child lacks the basic social and psychological necessities of life. Microsystems made up of large numbers of relatives, neighbors, and friends provide an opportunity for rich and stimulating experiences. Mesosystems are the relationships between two or more settings in which the child is an active participant, such as school and home. For some children, school-home mesosystem is strongly positive. Urie Bronfenbrenner thinks of macrosystems as cultural blueprints that underlie the organization of institutions, the assumptions people make about social relations, and the workings of the political and economic system.

Garbarino James

Papers

The Ecology of Human Development

Sociocultural Risk and Opportunity

The Family as a Social System