A Social-Psychological Model of Human Crowding Phenomena

Previous research on crowding has generally lacked a theoretical perspective. Moreover, there has been a tendency to view crowding in terms of spatial considerations alone and a failure to distinguish between the physical condition (density) and the psychological experience (crowding). In the present discussion, a heuristic model of human crowding phenomena is proposed which permits an integration of various theoretical perspectives and the derivation of experimental hypotheses. Although the limitation of space remains as the essential ingredient of crowding, the proposed model introduces personal and social variables which have a direct bearing on a person's perception of spatial restriction as well as on his attempts to cope with this constraint. The relation between the dimensions of the model is examined in terms of social-psychological theory. Finally, a program for future research is discussed. © 1972 Taylor & Francis Group, LLC

School Effects on the Wellbeing of Children and Adolescents

Well-being is a multidimensional construct, with psychological, physical and social components. As theoretical basis to help understand this concept and how it relates to school, we propose the Self-Determination Theory, which contends that self-determined motivation and personality integration, growth and well-being are dependent on a healthy balance of three innate psychological needs of autonomy, relatedness and competence. Thus, current indicators involve school effects on children’s well-being, in many diverse modalities which have been explored. Some are described in this chapter, mainly: the importance of peer relationships; the benefits of friendship; the effects of schools in conjunction with some forms of family influence; the school climate in terms of safety and physical ecology; the relevance of the teacher input; the school goal structure and the implementation of cooperative learning. All these parameters have an influence in promoting optimal functioning among children and increasing their well-being by meeting the above mentioned needs. The empirical support for the importance of schools indicates significant small effects, which often translate into important real-life effects as it is admitted at present. The conclusion is that schools do make a difference in children’s peer relationships and well-being