Divergence In Adolescent Criminal Behavior From The Perspective Of Bronfenbrenner’s Ecological Model And Teachers’ Interpretations:  A Systematic Literature Review

Fatimah Az Zahro

doi:10.55227/ijhet.v5i4.1249

Authors

Fatimah Az Zahro Department of Medicine, Faculty of Medicine and Health Sciences, Mataram University, Mataram, Indonesia

DOI:

https://doi.org/10.55227/ijhet.v5i4.1249

Keywords:

Juvenile Criminal Behavior, Bronfenbrenner Ecological Theory, Teacher's Perspective, Criminology, Literature Review

Abstract

Juvenile delinquency is a complex social phenomenon triggered by the dynamics of multidimensional interaction between psychological factors, the social environment, and the cultural value order. This literature review article aims to describe the conceptual framework of juvenile criminal behavior, synthesize criminological and developmental psychology perspectives, and analyze the relevance of Bronfenbrenner's System Ecological Theory in describing the role of teachers as protective agents in schools. The results of the study show that adolescent criminal behavior is constructed not only by the failure of individual emotional regulation (person), but also by interaction dysfunction at the microsystem level (family, peers, school), mesosystem, exosystem, macrosystem (local cultural norms), and chronosystem (development of digital technology). Teachers occupy strategic positions in ecological systems to detect early, prevent, and strengthen adolescents' social bonds. This study provides important implications for the development of character-based curriculum and holistic synergy of adolescent mentoring.

Downloads

Download data is not yet available.

References

Adillah, N., et al. (2024). Studi kontekstual kenakalan remaja di daerah berisiko tinggi. Jurnal Ilmu Sosial dan Perilaku, 12(1), 45–58.

Asnuddin, dan Haryono. (2020). Pengaruh pengetahuan dan lingkungan sosial terhadap perilaku remaja. Jurnal Promosi Kesehatan Indonesia, 15(2), 89–97.

Bronfenbrenner, U., dan Morris, P. A. (2006). The bioecological model of human development. Handbook of Child Psychology.

Coronel, M. (2024). Parent-teacher collaborative engagement in student behavior management. Journal of Educational Psychology Studies, 18(2), 112–125.

Fitriani, A., dan Hastuti, D. (2017). Hubungan pola pengasuhan dan kelekatan orang tua dengan perilaku menyimpang remaja. Jurnal Ilmu Keluarga dan Konseling, 10(1), 23–34.

Gustina. (2017). Komunikasi orang tua dan perilaku berisiko remaja. Jurnal Komunikasi Sosial, 5(2), 101–112.

Hoferichter, F., et al. (2021). The role of parent, peer, and teacher support in adolescent well-being. International Journal of Environmental Research and Public Health, 18(9), 4812.

Liu, Y., dan Zhang, Q. (2023). Parental involvement and teacher support on adolescent mental health. Journal of Youth and Adolescence, 52(4), 789–802.

Mahmudah, N., et al. (2016). Pengaruh norma budaya dan lingkungan sosial terhadap perilaku remaja. Jurnal Kesehatan Masyarakat, 11(3), 210–221.

Ngo, L. (2021). Professional development in educational ecology: Understanding teacher-student interactions. Educational Review, 73(3), 341–358.

Puspita, R., et al. (2024). Peran teman sebaya dan keluarga terhadap perilaku berisiko remaja. Jurnal Perilaku dan Kesehatan, 8(1), 55–67.

Rulmuzu, F. (2021). Intervensi berbasis keluarga dan komunitas dalam pencegahan kriminalitas remaja. Jurnal Kriminologi Indonesia, 17(1), 12–25.

Shek, D. T., et al. (2022). Family functioning and adolescent delinquency: The mediating role of positive youth development. Frontiers in Pediatrics, 10, 815340.

Suwarni, L., dan Selviana. (2015). Faktor budaya dan nilai komunitas dalam keputusan perilaku remaja. Jurnal Kesehatan Masyarakat Indonesia, 10(2), 145–156.

Xiong, Y., et al. (2025). Teacher and parental support on adolescent risk behaviors: An ecological perspective. Journal of School Psychology, 102, 101230.