A framework that emphasizes and integrates individuals' intersubjective experiences
with Bronfenbrenner's ecological systems theory (PVEST) is introduced and compared
with self-organizational perspectives. Similarities, differences and advantages of each framework
are described. In a demonstration of PVEST's utility, a subset of data from the 3rd year of
a longitudinal study (14- to 16-year-old middle adolescent African–Americans) is used for
examining an achievement variable: negative learning attitude. Explored separately by gender, a
regression model that contained risk, stress, and a reactive coping variable for the prediction of
negative learning attitudes was investigated. For boys, stress was an independent stressor across
steps independent of the other variables entered; social support was particularly important for
males. For girls, not only was stress not important but it was also only the social support variable,
perceived unpopularity with peers, that was a significant predictor of girls' negative
learning attitude. Particularly for boys, the findings suggest critically important roles for teachers
and peers in the negative learning attitude of midadolescent economically disadvantaged
African–American students.