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Socio-Economic Environment and Human PsychologySocial, Ecological, and Cultural Perspectives$
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Ayse K. Üskül and Shigehiro Oishi

Print publication date: 2018

Print ISBN-13: 9780190492908

Published to Oxford Scholarship Online: March 2018

DOI: 10.1093/oso/9780190492908.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 26 November 2021

Context Shapes Human Development

Context Shapes Human Development

Studies from Turkey

Chapter:
(p.199) Chapter 8 Context Shapes Human Development
Source:
Socio-Economic Environment and Human Psychology
Author(s):

Çiğdem Kağıtçıbaşı

Zeynep Cemalcılar

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190492908.003.0008

This chapter aims to provide a comprehensive perspective on human behavior by studying the role of the distal environment on developmental processes. Social class, or more specifically socioeconomic status, is an all-encompassing context that has great significance in engulfing human phenomena. This chapter first reviews extant psychological literature on the deleterious effects of low social class on development and presents three studies as cases in point, demonstrating the significant impact of the context and contextual change on behavior. Kağıtçıbaşı’s theory of family change proposes three models of family: family of interdependence, family of independence, and family of emotional interdependence. Parenting, however, directly reflects family characteristics. Thus family change theory has led to a theory of the autonomous-related self. The chapter also presents research illustrating the impact of the objective environment and in particular the detrimental effects of low socioeconomic status on various developmental, social, and academic outcomes of Turkish samples.

Keywords:   Social change, social class, socioeconomic context, family change theory, socioecological perspective, majority world, Turkey, early school leave, academic outcomes, developmental outcomes, social outcomes

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