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Generativity and Adult Development: How and Why We Care for the Next Generation
... About the role of age on generativity, there have been empirical analyses (Keyes & Ryff, 1998;McAdams, 2013;McAdams, 2019;McAdams & de St. Aubin, 1992;McAdams et al., 1998) that have shown higher levels of generativity among midlife and older adults than younger adults. According to several authors (Peterson, 1998;Ryff & Heincke, 1983;Stewart & Vandewater, 1998), this discrepancy could be explained by understanding that even though young adults may feel a strong desire towards altruistic and prosocial activities as volunteering to make positive contributions to future generations, they may also find it difficult to translate these intentions into effective generative actions until they have attained a higher status and the psychological, material and economic resources that often come with middle age. ...
... Results showed that age, gender and having children did not relevantly affect generative concern or generative acts. This does not confirm previous findings, where a significant positive correlation was found between age (Keyes & Ryff, 1998;McAdams, 2013;McAdams, 2019;McAdams & de St. Aubin, 1992;McAdams et al., 1998;Peterson, 1998; & Heincke, 1983;Stewart & Vandewater, 1998), gender, having children (Epstein, 1988;McAdams, 2001;McAdams & de St. Aubin, 1992;McAdams et al., 1998;Miller-McLemore, 2004;Miller-McLemore, 2007;Millman & Kanter, 1987;Stewart & Ostrove, 1998) and generativity. The lack of association we identified in our study may be explained in many ways. ...
... A lot of young adults are found to be collaborating with one or more associations (e.g., cultural, recreational, sports, music) through which they can simultaneously engage in helping society and establishing new interpersonal meaningful relationships where they can develop a sense of belonging and share supportive actions, ideas and values, opening up to a horizon full of meaning and purpose. All of this may thus explain why young adults not only feel a strong urge to positively contribute to the next generations, but they also seem able to translate this "urgency" into actual generative acts, finding alternative ways to overcome the absence of the status and the economic resources that authors like Stewart and Vandewater (1998) believed to be indispensable to transform generative concern into generative behavior. In fact, in the last decades, young people have proved to be generous and capable to improve the world they live in, tenaciously looking after their communities and serving their countries, effortly trying to create a society that is more inclusive, welcoming and equal. ...
Existing research concerning the development of generativity, the capacity to provide care and guidance to future generations, has primarily focused on the role of sociodemographic variables. However, one important feature that might be of importance for the study of generativity is insecure romantic attachment, given its influence on how people establish relationships with others. Still, the role of the two dimensions of insecure romantic attachment (i.e., anxiety and avoidance) on the most studied aspects of generativity (i.e., generative concern and generative acts) remains largely underexplored. Therefore, the present study investigates what contributes to generativity by exploring the role of sociodemographic features (i.e., age, gender, having children, years of education) and above all the two dimensions of insecure romantic attachment on generative concern and acts. A sample of 427 adults (age range: 25–65 years old) completed an online survey including romantic attachment and generativity measures. Afterwards, correlational and regression analyses were conducted to explore the data. Results showed that years of education positively predicted generative concern, whereas both anxiety and avoidance negatively predicted it. Yet, no sociodemographic feature nor dimension of insecure romantic attachment predicted generative acts. Thus, insecure romantic attachment could be a useful key to understanding generative concern.
... Fine-grained measures, such as LGS, and more general generativity measures (e.g., IPD, CAQ) may lead to different results. Previous theories (McAdams & de St. Aubin, 1992;Stewart & Vandewater, 1998) have distinguished several features of generativity, which may have unique developmental paths. For example, it may be that the desire for generativity is formulated already in early adulthood, while the capacity for generativity is highest in middle adulthood followed by generativity accomplishment (Stewart & Vandewater, 1998). ...
... Previous theories (McAdams & de St. Aubin, 1992;Stewart & Vandewater, 1998) have distinguished several features of generativity, which may have unique developmental paths. For example, it may be that the desire for generativity is formulated already in early adulthood, while the capacity for generativity is highest in middle adulthood followed by generativity accomplishment (Stewart & Vandewater, 1998). In the existing literature, generativity has often been investigated through undifferentiated self-report questionnaires administered to groups of people of different ages. ...
... Previous theories of the development of generativity have suggested that different features of generativity may be relevant among different ages (McAdams et al., 1998;Stewart & Vandewater, 1998). In middle adulthood, in particular, generative capacity (Stewart & Vandewater, 1998) and generative concern and action ( McAdams et al., 1998) have been found to be more important than in late adulthood. ...
Previous studies have yielded mixed results regarding the development of generativity during adulthood. Longitudinal data were utilized to investigate the average development of generativity between the ages of 42 and 61 as well as individual differences in terms of its development. The study used data from the Jyväskylä Longitudinal Study of Personality and Social Development (JYLS) (initial N = 369). The data consisted of 291 individuals whose generativity scores, measured using the Generativity Scale, were available at age 42, 50, or 61. Rasch analysis was utilized to form a generativity measure. The development of generativity between the measurements was investigated in women and men using Bland–Altman plots and the latent change score model. The results showed that, on average, generativity decreased from age 42 to 61 in women and men; however, there were individual differences in the extent and direction of the change with age. The level of generativity at age 42 predicted the change occurring between ages 42 and 50 and ages 50 and 61. Furthermore, the change between ages 42 and 50 predicted the change occurring between ages 50 and 61. The more positive the baseline value or the earlier occurring change, the more negative the subsequent change. To conclude, despite the mean-level generativity decreases during middle and late adulthood, there was variance across individuals of the same age, who were followed for nearly two decades. The study emphasizes the importance of investigating individual differences in the development of generativity in adulthood.
... generations or fall into unproductive, self-indulgent states. Although Erikson's (1963) original conceptualization remains influential, contemporary theorists reject the notion of a generativity stage, instead emphasizing the presence of several facets across adulthood (McAdams & de St. Aubin, 1992;Stewart & Vandewater, 1998). Indeed, individuals may desire to be generative in early adulthood, although typically do not have the opportunities and resources, and thus, capacity, to act on such desires (Stewart & Vandewater, 1998). ...
... Although Erikson's (1963) original conceptualization remains influential, contemporary theorists reject the notion of a generativity stage, instead emphasizing the presence of several facets across adulthood (McAdams & de St. Aubin, 1992;Stewart & Vandewater, 1998). Indeed, individuals may desire to be generative in early adulthood, although typically do not have the opportunities and resources, and thus, capacity, to act on such desires (Stewart & Vandewater, 1998). Once such capacity develops, which typically occurs in midlife, cultural demand, or societal norms for generativity, paired with an inner desire to be generative, drive concern for the next generation (McAdams & de St. Aubin, 1992). ...
... Leading a generative life promotes individuals' generative narration or evaluation of the degree to which they have supported the next generation. This narration continually reshapes inner desire, cultural demand, concern, belief, commitment, and action, leading to a later-life sense of generative accomplishment (Stewart & Vandewater, 1998). ...
Background and objectives:
The development of generativity, or investment in the next generation, has been theorized about for decades. Extant empirical findings regarding generativity's trajectory, however, are mixed. Thus, the current study modeled the development of generative concern, or the extent to which individuals care for the next generation, across adulthood.
Research design and methods:
The current study followed an accelerated longitudinal design, modeling generative concern's trajectory across the overlapping ages of 861 age-heterogeneous participants from the 10-year Notre Dame Study of Health & Well-being. Three models were fit to examine whether generative concern followed a linear, quadratic, or cubic trajectory across ages 40-84. The Final Model was tested for birth cohort effects to support the interpretation of developmental change.
Results:
Generative concern followed an age-graded cubic trend across ages 40-84, and no birth cohort effects were apparent in this trajectory. Generative concern was highest at age 40. Although generative concern declined thereafter, it remained relatively stable across ages 50-70. Finally, generative concern declined after age 70.
Discussion and implications:
Generative concern, indeed, develops over time. The step-like declines across ages 40-84 are informative for both basic and applied researchers in that knowledge of this developmental trend bolsters decade-old theory and informs the optimal timing for intervention work.
... People of any age can care for another, but for older adults the narrative storytelling aspect of caring is prominent (Stewart & Vandewater, 1998). Elders make sense of life through stories that they pass on to younger generations. ...
... Burnout in people who care for older adults has been widely studied (Kandelman, Mazars, & Levy, 2018;Ybema, Kuijer, Hagedoorn, & Buunk, 2002), but burnout in older adults who care for others appears not to be studied. Many older adults also engage in continuous self-development (Goldman, 2004;Moody & Carroll, 1997) and many give back through narrations of their life experiences (Choi & Landeros, 2011;Stewart & Vandewater, 1998). However, the impact of older adults' involvement with others, sometimes referred to as grand generativity (Villar, 2012), is not well understood. ...
... Narration is the feature that embodies meaning in this process model. Narration relies on the ability to make sense of your life and create meaning through dialogues (Stewart & Vandewater, 1998). Generativity, itself, includes three steps: concern, commitment, and action (McAdams et al., 1998). ...
by Southam, Theresa, Ph.D., Fielding Graduate University, 2020, 307; 27739045
Abstract (Summary)
27,000 Sunrises: Everyday Contributions of Grateful and Giving Age 70+ Adults
by
THERESA SOUTHAM
Although the increasingly older population has been described as a burden (Doron, 2013; Rozanova, 2010), older adults who are willing to take up the hard work of elderhood have important gifts to contribute (Conley, 2018; Jenkinson, 2018b; Pevny, 2014; Schachter-Shalomi & Miller, 2014). Older adults’ contributions have been studied predominantly as tangible services, missing important, less tangible services that were found to contribute to the sustainable nature of communities. This critical ethnographic study reveals the meanings age 70+ older adults make with others in their everyday lives.
Of the main participants, seven were male and two female; one was indigenous (n=9). The other people that older adults interacted with and who were included in this study (n=16) were family, friends, workshop participants, and work colleagues. The researcher conducted “go-alongs” in order to observe and document everyday life. Main participants completed life maps, LifeForward Plans and a questionnaire, including measures of wisdom, generativity, and transcendence.
Two meanings—Create and Share Other Realities and Value the Connection between People and Place— and three meaning-making processes—Turn Grief to Gratitude to Giving, Continue to Grow, and Shape Future through Ordinary Acts of Kindness— were examined for their contributions to more sustainable and compassionate communities. One example of the meaning Create and Share Other Realities is exemplified in the supplementary video to this dissertation Chris opening up worlds that didn’t exist (Southam, 2019). A new model was created where grief and gratitude drive generativity, rather than cultural demand (McAdams, Hart, & Maruna, 1998). A fifth dimension of self-actualization was added to the Foray (4A) model of lifelong learning (Corley, 2011) resulting in a new model Foray (4A+) – Beyond Self.
Future research on the developmental tasks of older adults and on communication approaches that lead to sustainability are needed. Renewed calls for elderhood could strengthen the social, environmental, and economic well-being of our communities.
Keywords: elder, elderhood, meaning, meaning-making, older adults, community, sustainability, wisdom, generativity, transcendence, developmental tasks of older adults, ageism, denial of death, conscious aging, successful aging, critical applied ethnography, go-along, life map, communication
Supplemental files can be found at https://pqdtopen.proquest.com/doc/2377687834.html?FMT=ABS
... It is important to note that, even though Erikson (1968) postulated that generativity is a construct that is most relevant during midlife, recent literature indicates that generative concern develops prior to midlife and in tandem with identity concerns (McAdams, 2001;Pratt & Lawford, 2014;Pratt & Matsuba, 2018). For example, Stewart and van de Water (1998) argued that generative concern is a salient motive during emerging and young adulthood, while midlife adults focus on building this generative capacity through generative accomplishment and community involvement. Similarly, Lawford, Doyle, and Markiewicz (2013) found that generative concern was a stable personality construct even in adolescence. ...
... (b) a path from the intercept of community involvement to age 32 through generative concern at 1 While there are two items in the LGS that are conceptually similar to the construct of community involvement at face value ("I have a responsibility to improve the neighborhood in which I live;" "I believe that society cannot be responsible for providing food and shelter for all homeless people") at the latent construct level, the LGS has been shown through a confirmatory factor analysis to be distinct from community involvement (Lawford & Ramey, 2017). It is also important to note that the LGS reflects attitudes, beliefs, and motivations, which are important for the transition to adulthood (Stewart & van de Water, 1998) but does not reflect other aspects of generativity, such as generative strivings and/or generative behaviors. Note. ...
... Because adulthood is a period during which generative commitments become translated into prosocial action (Stewart & van de Water, 1998), it is important to assess the potential pathways through which community involvement and generativity intersect. For instance, we have speculated that there needs to be an accumulation of impactful community experiences across late adolescence and early adulthood in order to instantiate generativity as a core component of the self. ...
... It is important to note that, even though Erikson (1968) postulated that generativity is a construct that is most relevant during midlife, recent literature indicates that generative concern develops prior to midlife and in tandem with identity concerns (McAdams, 2001;Pratt & Lawford, 2014;Pratt & Matsuba, 2018). For example, Stewart and van de Water (1998) argued that generative concern is a salient motive during emerging and young adulthood, while midlife adults focus on building this generative capacity through generative accomplishment and community involvement. Similarly, Lawford, Doyle, and Markiewicz (2013) found that generative concern was a stable personality construct even in adolescence. ...
... (b) a path from the intercept of community involvement to age 32 through generative concern at 1 While there are two items in the LGS that are conceptually similar to the construct of community involvement at face value ("I have a responsibility to improve the neighborhood in which I live;" "I believe that society cannot be responsible for providing food and shelter for all homeless people") at the latent construct level, the LGS has been shown through a confirmatory factor analysis to be distinct from community involvement (Lawford & Ramey, 2017). It is also important to note that the LGS reflects attitudes, beliefs, and motivations, which are important for the transition to adulthood (Stewart & van de Water, 1998) but does not reflect other aspects of generativity, such as generative strivings and/or generative behaviors. Note. ...
... Because adulthood is a period during which generative commitments become translated into prosocial action (Stewart & van de Water, 1998), it is important to assess the potential pathways through which community involvement and generativity intersect. For instance, we have speculated that there needs to be an accumulation of impactful community experiences across late adolescence and early adulthood in order to instantiate generativity as a core component of the self. ...
In this longitudinal Canadian study, we investigated the relationship between the developmental trajec-tories of community involvement and generative concern measured at ages 23, 26, and 32. Participants completed a questionnaire on youth involvement, the Youth Involvement Inventory (YII), and the Loyola Generativity Scale (LGS) at all 3 ages. A latent growth model (LGM) of community involvement predicting time-specific variance in the LGS revealed that: (a) higher levels of community involvement at age 23 predicted greater generative concern at ages 23 and 26, but not at age 32; (b) there were 3 specific indirect paths linking age 23 community involvement to age 32 generativity through earlier assessments of age 23 and age 26 generative concern; and finally (c) a more positive slope of community involvement over time predicted higher levels of generative concern at age 32. These findings suggest that early involvement in community commitments, and increases in community involvement across emerging adulthood, may lead individuals down a path toward a more generative personality in young adulthood.
... negotiate their developmental challenges (Elder, 1998;McAdams & de St. Aubin, 1992;Stewart & Vandewater, 1998;Zucker, Ostrove, & Stewart, 2002). Kotre (1984) went so far as to say that "generativity appears on and off in different guises through fifty or sixty years of adult life … and only on rare occasions does it merit the term stage" (p.432). ...
... Kotre (1984) further suggested that there are multiple types of generativity that manifest at different times across the life course, resulting in an expansion of the definition of generativity. For example, Stewart and Vandewater (1998) described generativity as "including both an increased sense of efficacy and a vision for oneself as having made contributions to a wider community" (p.94), recognizing generative desire and actions as separate dimensions. Keyes and Ryff (1998) further argued that generativity by definition represents "the desire for an act of benefiting others" (p.230). ...
... The relationship between generative behaviors and wellbeing is not always apparent (Grossbaum & Bates, 2002;McAdams & de St. Aubin, 1992). Some scholars have shown that the effects of generative actions on well-being are contingent upon the aspects of generativity concerned (Clark & Arnold, 2008;Hofer et al., 2016;Stewart & Vandewater, 1998). We contend that the link between generative behaviors and well-being operates through the perception of generativity. ...
Scholars in diverse disciplines have studied and used the concept of generativity, originally introduced in psychology as a midlife development task. However, a review of this multidisciplinary literature in generativity revealed several issues—the lack of a cohesive conceptual definition, incompatibility between a conceptual definition and measurements, and varying applications of the model, necessitating a new direction for further conceptual development. Interdisciplinary theoretical insight and empirical evidence collectively suggest that generativity as a targeted midlife task may no longer be sufficient for explaining a life course pattern of generative concerns, commitment, and actions. Given the current trend of population aging, it is especially important to understand better the phenomenon of generativity during the later stages of the life course. The current article offers a new definition for generativity applicable to people across the life course and develops an expanded generativity model, which considers social context and bears practical implications for well-being. Major implications for future research consist of eliminating the implicit age bias in the conception of generativity and as informed by the pragmatist philosophical perspective, linking generativity to diverse personal experiences and growth rather than mortality.
... However, recent generativity theory has begun to rediscover some of Erikson's other ideas about generativity, particularly the relational and moral implications of generativity for all relationships (Browning, 2004). Newer conceptions propose that it may also be regarded as a "motivational system" (McAdams, Hart, & Maruna, 1998), a "moral orienta-tion" (Browning, 2006), a naturalistic or "pragmatic spirituality" (Rubenstein, 1994), and a "course of development" that likely predates mid-life (Stewart & Vandewater, 1998). Following this trend in theorizing, this article discusses relational generativity as an additional domain of generative adult development (Leffel, 2006(Leffel, , 2007d. ...
... In light of these limitations, recent thinking in generativity theory has broadened its framework to encompass some of Erikson's other ideas, particularly how generativity develops across the life course and becomes consolidated as a central aspect of one's personal identity. A first reformulation suggests that generativity may be conceptualized as a motivational system of personality, similar to the concept of the attachment system (McAdams, Hart, & Maruna, 1998), and that it has a "course of development" that originates much earlier in life than has been depicted in standard accounts (Stewart & Vandewater, 1998). For example, Stewart & Vandewater theorized that different aspects of generativity ebb and flow at different times over the life course. ...
... Erikson likewise recognized that circumstances and/or culture might call on persons to perform midlife generative roles (e.g., parenting, mentoring) before a sufficient capacity to take care of had been sufficiently integrated into the personality. Thus, as Stewart & Vandewater (1998) have suggested, one of the "theoretical puzzles" still to be explained by generativity theory is why some persons who are able to achieve Intimacy do not move on to become Generative; and more perplexing, why some persons who are generative in other domains (e.g., the domain of technical generativity) are not necessarily caring in their relationships with significant others (see de St. Aubin, 1998 for a psychobiographical case in point). This observation begs the question of what is yet missing when one is able to care for, but not able to take care of. ...
Contemporary thinking in generativity theory and research (de St. Aubin, McAdams, & Kim, 2004) and in the "psychology of ultimate concerns" (Emmons, 1999) posits that Erik Erikson's notion of generativity is a multi-faceted construct concerned with the moral telos of positive psychological growth, but one that has yet to be satisfactorily explored. The current article draws on some of Erikson's (2000) less-cited descriptions of generativity to propose a new domain for generativity theory and research, termed relational generativity. Relational generativity is conceptualized as the motive and capacity to take care of the strengths-development of cared for others, and is delineated as (a) a moral telos (to be pursued), (b) a motive (to be activated), (c) a psychological capacity (to be developed), and (d) an investment (to be given). Christian ethicist Don Browning (2006) suggests that these features substantively outline Erikson's relational ethic of "generative mutuality" and provide a view of relational well-being that potentially enriches the Christian understanding of neighbor-love. Suggestions for continued theoretical and empirical development of relational generativity, and its relevance to the relational spirituality paradigm are offered. Collectively this three-article series extends the author's recent proposal for a moral motive approach to emotion and transformation (Leffel, 2007a, 2007b, 2007c).
... Większość badań wskazywała, że natężenie troski generatywnej jest wyższe u osób w okresie średniej dorosłości niż u młodych dorosłych (por. Stewart, Vandewater, 1998 Wojciechowska, 2017a). W literaturze przedmiotu podejmuje się też temat podobieństw i różnic kulturowych w zakresie generatywności, co jest ważnym kontekstem dla niniejszego artykułu, ponieważ narzędzia powstały w USA ponad czterdzieści lat temu. ...
... Co ważne, podobnie jak w niniejszym badaniu, wyższe wyniki w zakresie LGS i GBC u osób w średniej dorosłości niż u osób we wczesnej dorosłości raportowano także w większości wcześniejszych badań (por. Stewart, Vandewater, 1998). ...
This article presents the results of the Polish adaptation of McAdams and de St. Aubin’s Loyola Generativity Scale (LGS) and Generative Behaviour List (GBC) – the scales respectively measure generative concern and generative behaviour. Results from a sample of N = 237 individuals aged 19–93 years showed good internal reliability of the LGS and GBC. Their results correlated positively. Most hypotheses supporting the criterion-relevance of the LGS and GBC were confirmed, including showing positive correlations of both scales with the intensity of meaning in life, extroversion and openness to experiences, as well as a negative correlation of the LGS with depressive symptoms. The CFA supported the original two-factor model of the LGS. In addition, the high stability of LGS scores over a three-week period in a sample of N = 30 students was shown. The Polish adaptations of the LGS and the GBC are reliable and valid tools and can be used in research work.
... This definition was later expanded by Erikson in 1982 to encompass broader contributions to subsequent generations, such as cultural and artistic creation, social volunteering, environmental conservation, and imparting knowledge through diverse personal experiences. Building on this, Schoklitsch and Baumann in 2012 emphasized that these aspects of generational inheritance vary with age, a view supported by subsequent research by Stewart &Vandewater (1998) andMcAdams et al. (1993), which found that commitment to generational concerns tends to increase among middle-aged and older groups and decrease among younger populations. ...
... This definition was later expanded by Erikson in 1982 to encompass broader contributions to subsequent generations, such as cultural and artistic creation, social volunteering, environmental conservation, and imparting knowledge through diverse personal experiences. Building on this, Schoklitsch and Baumann in 2012 emphasized that these aspects of generational inheritance vary with age, a view supported by subsequent research by Stewart &Vandewater (1998) andMcAdams et al. (1993), which found that commitment to generational concerns tends to increase among middle-aged and older groups and decrease among younger populations. ...
This paper examines how generativity awareness and anxiety levels have changed among Japanese people aged 35 and older due to the societal impacts of COVID-19 and the rise of AI in workplaces. The research involved 1,000 participants and utilized surveys conducted during and after the pandemic. It identified four key aspects of generativity awareness: nurturing the next generation, personal growth, creativity, and a shift away from self-centred attitudes. The findings show that while self-anxiety decreases with age, anxiety about the next generation increases. There is also a significant relationship between generativity awareness and self-anxiety. The study highlights an increase in anxiety, especially among women, due to the pandemic.
... During the 1980s, Machel entered Stage 7 of life development stages earlier than usual (Stewart & Vandewater, 1998) and started to focus on social activism beyond her political career, specifically at the community level, thereby intensifying her aim to go beyond her own family bonds (Corey, 2013). The early engagement in Stage 7 is seen in women often earlier than in men (Stewart & Vandewater, 1998): Machel had already begun to focus on social activism early in her twenties and thirties and intensified her efforts to "make a contribution to the societies" through social care and a humanistic value set (Africa 360, 2014). ...
... During the 1980s, Machel entered Stage 7 of life development stages earlier than usual (Stewart & Vandewater, 1998) and started to focus on social activism beyond her political career, specifically at the community level, thereby intensifying her aim to go beyond her own family bonds (Corey, 2013). The early engagement in Stage 7 is seen in women often earlier than in men (Stewart & Vandewater, 1998): Machel had already begun to focus on social activism early in her twenties and thirties and intensified her efforts to "make a contribution to the societies" through social care and a humanistic value set (Africa 360, 2014). The strong social commitment within her family of origin most probably also contributed to her never-ending political and social activism which is based on her strong sense of meaning and purpose to contribute positively to the society and in particular to women, children, and peace Learning for Justice, 2021). ...
This chapter illustrates the value of psychobiographical approaches in modern psychological pedagogy, particularly psychobiographies of underrepresented lives where traditional empirical work is often lacking. We illustrate this with a psychobiography of Flora Tristan, a nineteenth century French/Peruvian feminist and social activist. Tristan’s life serves to highlight the rich complexities that go beyond the conventional conceptions of Erik Erikson’s psychosocial theory of development. Specifically, Tristan’s passionate generativity showcased through her activist identity illustrates that Erikson’s adult stages of identity development, intimacy formation, and generativity are not as independent and sequential constructs as traditionally presented in Erikson’s model. This pattern echoes other psychobiographical work, recent psychometric and longitudinal studies of Eriksonian constructs, and Erikson’s own theorizing and psychobiographical work. In illustrating these points, this chapter serves as an example of and provides tools for how psychobiographical exploration into non-WEIRD samples can be integrated into pedagogy and, by extension, can impact scholarship in specific areas.KeywordsPsychobiographyGenerativityIdentityFlora Tristan
... During the 1980s, Machel entered Stage 7 of Erikson's (1950) life development stages earlier than usual (Stewart & Vandewater, 1998) and started to focus on social activism beyond her political career, specifically at the community level, thereby intensifying her aim to go beyond her own family bonds (Corey, 2013). The early engagement in Stage 7 is seen in women often earlier than in men (Stewart & Vandewater, 1998): Machel had already begun to focus on social activism early in her twenties and thirties and intensified her efforts to "make a contribution to the societies" through social care and a humanistic value set (Africa 360, 2014). ...
... During the 1980s, Machel entered Stage 7 of Erikson's (1950) life development stages earlier than usual (Stewart & Vandewater, 1998) and started to focus on social activism beyond her political career, specifically at the community level, thereby intensifying her aim to go beyond her own family bonds (Corey, 2013). The early engagement in Stage 7 is seen in women often earlier than in men (Stewart & Vandewater, 1998): Machel had already begun to focus on social activism early in her twenties and thirties and intensified her efforts to "make a contribution to the societies" through social care and a humanistic value set (Africa 360, 2014). The strong social commitment within her family of origin most probably also contributed to her never-ending political and social activism which is based on her strong sense of meaning and purpose to contribute positively to the society and in particular to women, children, and peace (Machel, 1996(Machel, , 2016(Machel, , 2021aLearning for Justice, 2021). ...
This psychobiography presents life events of the contemporary Mozambican South African public political figure and social activist Graça Machel. It reflects her life by exploring her social agency, activism, and identity development, which serve as touchstones for her sense of purpose, educational, gender, and anti-violence activism. The study explores the life through two theoretical lenses: social agency and Erikson’s identity theory. It contributes to building the literature on psychobiography in the context of social justice, change, and identity development with regard to African women activists and leaders. Machel is identified as an ultra-committed change-maker who, throughout her life course, embraced her role as an independent activist, as well as her role as a governmental employee and the First Lady in two countries, Mozambique and South Africa. Machel strongly draws on a powerful sense of generativity that motivates her to support the vulnerable, such as women and children in Southern Africa.KeywordsPolitical activismSocial agentSocial changeWoman leaderPoliticianPsychobiographyIdentity developmentAfrica
... Another model of generativity was given by Stewart and Vandewater (1998) and belongs to developmental models of generativity. It refers to three stages: a) a phase of desire for generativity (in early adulthood); b) a phase of feeling generative capacity; and c) a generational achievement phase. ...
... It refers to three stages: a) a phase of desire for generativity (in early adulthood); b) a phase of feeling generative capacity; and c) a generational achievement phase. Due to the very characteristic of the generativity development model checking, a longitudinal research plan is required, so it is very difficult to trace any research based on this model (Stewart and Vandewater, 1998). However, the model of McAdams and de St. Aubin (1992) is considered as the most comprehensive model of generativity today. ...
Objectives.The aim of the research presented in this paper is to determine characteristics of psychophysical health, the degree of generativity and integrity with respect to the past and current financial condition of the old.
Material and methods. The research sample consisted of elderly persons from the vicinity of Novi Pazar (N=101), whose average age was 71.7 years old. The instruments used for data collection were as follows: The questionnaire for examining sociodemographic characteristics (designed for research purposes), The RAND-36 Health Survey, Loyola Adapted Generativity Scale and Integrity scale. The data analysis used the descriptive statistical methods, t-test and one-way analysis of variance.
Results. The results show that there are statistically significant differences in only one dimension of mental health - emotional well-being, as well as in the degree of generativity and integrity concerning the earlier family material situation in elderly persons. Concerning the current financial status, statistically significant differences were observed in even four dimensions of psychophysical health: emotional well-being, social functioning, physical functioning and general health. Significant differences have also been shown in the dimension of integrity between the groups with the poor and the good economic background.
Conclusions. Elderly in Novi Pazar, mostly assess their earlier and current material status as medium or good. They also link better health state to a better financial situation and assess mental health as better than physical. The respondents in this study report a relatively high degree of generativity, which speaks of an active relationship towards the environment and achieving integrity.
... Generativity has been theoretically and empirically linked to moral development and pro-sociality (Pratt & Lawford, 2014), but at the same time, generativity differs in that it also includes the prioritization of future generations, as well as the agentic motivation to live on through one's works (Kotre, 1984). While generativity becomes a central focus in midlife, evidence points to an actualization of generative motivations earlier in development (Stewart & Vandewater, 1998). ...
... Past research has found that generative motivations are more prominent earlier in the life span, whereas generative accomplishments increase in midlife (Stewart & Vandewater, 1998). Early generative concern has been linked previously to parenting warmth, community involvement, extracurricular activities, and pro-sociality (Busch & Hofer, 2011;Lawford et al., 2005;Lawford & Ramey, 2015). ...
Objective:
Researchers have begun to find evidence that generativity, defined as concern for future generations as a legacy of the self, has relevance prior to midlife. Examination of predictors of generativity in adolescence contributes to an overall model of positive development in youth. Bowlby's theory of attachment, a well-established framework for understanding close relationships, was applied in this study of how adolescents' approach to close relationships predicts early generativity.
Method:
Approximately 190 adolescents (Mage = 15) completed self-report measures of attachment (anxiety and avoidance) and generativity across a four year period. Additionally, a sub-sample of 73 adolescents completed the Adult Attachment Interview (AAI).
Results:
Results indicate a transactional relationship whereby self-reported avoidance of closeness and generativity were negatively related across time. AAI dismissing attachment was negatively associated with generativity only for female participants.
Conclusion:
These findings support Erikson's original psychosocial theory highlighting the importance of intimate relationships in developing the capacity to care for future generations. This article is protected by copyright. All rights reserved.
... Az újabb megközelítések azonban amellett érvelnek, hogy a generativitás különböző életszakaszokban eltérő formában juthat kifejezésre (Pratt & Lawford, 2014). A generativitásra vonatkozó belső vágy már fiatalabb korban is megjelenhet, míg a generatív elköteleződés inkább idősebb korban válik egyre meghatározóbbá (Stewart & Vandewater, 1998). Ilea és munkatársai (2021) magyar mintán kimutatták az életkor gyenge, de pozitív hatását a személyek generativitásra vonatkozó törekvésének mértékére. ...
Háttér és célkitűzések: A mai gyorsanváltozó, bizonytalanságot okozó környezeti feltételek között a generativitás, vagyis a szélesebb környezetre és a jövő generációjára való fokozott odafigyelés, egy olyan kulcs koncepció, amely megoldást kínálhat számos jelenkori problémá-ra, többek között az öregedő társadalmakra, a környezettudatos fogyasztásra, valamint a szer-vezetek adaptabilitásának a kérdésére. Áttekintő tanulmányunkban a generativitás koncepcióját járjuk körbe, kitérve annak mérési lehetőségeire és jelenlegi főbb kutatási irányaira.
Eredmények: Az eddigi szakirodalomban fellelhetőek kvantitatív és kvalitatív mérési lehe-tőségek a generativitás megragadására. A kvantitatív lehetőségek közül találhatunk olyat, amely az egész eriksoni fejlődéselméletet méri, olyat, amely a generativitás egy összetevőjére fókuszál, és olyat, amely kimondottan a vezetői generativitást helyezi fókuszba. A kvalitatív lehetőségek nyitott végű kérdéseket, élettörténeti epizódokat vagy az egész élettörténetet helyezik a kutatás fókuszába.
Következtetések: A generativitásra vonatkozó kutatások reneszánszukat élik. Legfőképpen a sikeres idősödés, a fenntartható fogyasztás és a vezetés koncepciójával kapcsolják össze a fogalmat. A jelenleg elérhető mérőeszközök mind amerikai kontextusban kerültek kialakí-tásra, annak érdekében, hogy magyar kulturális közegben is kellő megbízhatósággal alkal-mazhatóak legyenek, szükséges lenne adaptálni őket.
... Thus, Snarey (1993) proposed that while biological generativity, attached to the desire to have children, may appear early in adulthood, other social or cultural forms of generativity, linked to transmission of symbolic values and teaching, would peak later and persist in later life. Similarly, Stewart and Vandewater (1998) suggested that generativity could have different phases or periods. The first one would be the desire to be generative, followed by the capacity to do so, and, finally, the accomplishment of generativity. ...
The objective of this chapter is to review the origin and historic development of the generativity concept, from its role within Erikson’s proposals to its subsequent development and more recent updates, including contributions from Kotre, McAdams, and others to the field. Methodological approaches to the study of generativity are also discussed, stressing how the diversity of methods has been a characteristic of the field from its very beginning. Finally, the chapter identifies key issues whose study may expand and enrich the original concept, including a lifespan development approach to generativity, the cultural axis underlined by studies coming from non-Western countries, and the focus on minorities and specific collectives and/or experiences. Taken together, such expansion will contribute to consolidating the field, as well as confronting new challenges enriching the original concept, and also finding its limits.
... The impact of parenthood on generativity is even more direct. Although generativity is thought to be a psychological phenomenon present across different stages of life, there is some evidence to suggest that it is more salient in midlife (McAdams et al., 1993;Newton & Stewart, 2010) and later stages of life (Gruenewald et al., 2012;Stewart & Vandewater, 1998). Importantly, evidence has emerged linking parenthood (Aubin & McAdams, 1995;Newton & Baltys, 2014) and grandparenthood (Newton & Baltys, 2014) with increased generativity; this highlights a fairly straightforward pathway from parenthood to climate change engagement. ...
We review the existing literature on the role of parenthood as a motivator of environmental engagement (the green parenthood effect), focusing particularly on climate change. We find that parenthood is severely understudied as a mechanism that may influence climate change‐relevant behavior. The literature on the role of parenthood in driving environmental engagement is mixed, due in part to the role of baseline individual and group characteristics that lead to different impacts of parenthood on environmental engagement as well as to the countervailing impact of intense time and budget constraints imposed by parenthood. Some studies suggest that parenthood increases pro‐environmental engagements, while others find no effects or negative effects. We theorize that potential mediators and moderators need to be taken into account to get a clearer picture of how parenthood influences pro‐environmental engagement. We highlight underlying proposed mechanisms that might be activated during the transition to parenthood (i.e., legacy motives, generativity, perceived responsibility), potential moderators of the green parenthood effect, and insights for public engagement.
This article is categorized under: Climate, Nature, and Ethics > Climate Change and Global Justice
Perceptions, Behavior, and Communication of Climate Change > Social Amplification/Attenuation of Climate Risks
Perceptions, Behavior, and Communication of Climate Change > Behavior Change and Responses
The Social Status of Climate Change Knowledge > Climate Science and Social Movements
... Rather than being a burden on society, many older people tend to maintain their independence well into old age and contribute significantly to the economy through their financial and voluntary contributions, and supporting and mentoring younger family members, new generations of parents and their communities (Kinnear, 2001;Onyx & Leonard, 2007). Thus, in later life, they perform valuable generative tasks (Erikson, Erikson, & Kivnick, 1986;Stewart & Vandewater, 1998;Warburton, Paynter, & Petrowskyj, 2007) which have prospects for intergenerational learning with its capacity to benefit all parties. Learning in later life has additional benefits and has the potential to counteract the economic concerns relating to increasing numbers of people in retirement (Warburton, 2010). ...
This paper explores the diversity of third age learning in regional and rural communities when people open themselves to new experiences and challenges in everyday life in two very different parts of South Australia’s Eyre Peninsula. One is Whyalla, an industrial city with a small university campus, and the other, largely rural Lower Eyre Peninsula focused on agriculture, fishing and aquaculture. Both communities have ageing populations above the state average. The paper is a synthesis of a number of research studies, conducted between 2000 and 2015, and has relevance for all concerned with the importance of learning throughout life, including educators, community organisations and service providers. While rural and regional communities may appear to have limited opportunities for formal education compared to large centres, community activities provide numerous, perhaps unique, learning venues and occasions for informal and non-formal learning, especially for older residents. Smaller, less diverse populations result in usually higher volunteering levels in social, economic and service organisations that provide many of the basic, essential and emergency services. Some organisations support the interests and needs of older residents, with various special interest groups providing opportunities for socialising and new learning opportunities that have individual and community benefits, fulfilling the aspirations of both. Supplementing these modes of learning are technologies enabling regional, rural and remote people to access formal education and training offered by open access colleges and universities.
... The reasons for the recruitment of people of this age stem from the insights from developmental psychology. We intended to survey respondents who are typically after the period of emerging adulthood (when they could still feel as in between adolescence and adulthood; Arnett & Mitra, 2020) and before a typical period of middle adulthood (characterized by the need for generativity and responsibility for the younger generations; McAdams & Logan, 2004;Stewart & Vandewater, 1998). The rationale for pigeonholing a particular age range is the goal to maximize the validity of results and the observation that personality traits (thus, presumably, also the pathological traits) may vary between developmental periods (Srivastava et al., 2003), as can time perspectives (Brannen & Nilsen, 2002). ...
Sense of coherence (SoC) can promote positive coping, and one of its most prominent negative correlates is negative affectivity (NA). In the current study, we hypothesized that future and past time perspectives (TPs) will mediate the relationship between sense of coherence and negative affectivity, and the inverse relationship. The study was questionnaire-based, performed online. N = 719 participants aged 25-45 from the general Polish population took part. On the correlation level, NA was negatively related to future and past positive TPs, and positively to past negative TP. Future and past positive TPs were positively related to SoC, whereas the past negative TP was related negatively to SoC. Future and past TPs partially mediated the effect of NA on SoC. The indirect effect was the strongest for past negative TP and very weak for future and past positive TPs. The full model accounted for 52.9% of variance in SoC. Only past negative TP mediated the relationship between SoC and NA. The full model accounted for 29.8% of variance in NA. The results may serve as an inspiration to integrate time perspective aspects within the salutogenic approaches to understanding human behavior and psychological interventions.
... 123). It is well agreed-upon in the extant literature that generativity is a multifaceted concept (e.g., McAdams & de St. Aubin, 1992;McAdams et al., 1998;Newton & Stewart, 2012;Stewart & Vandewater, 1998). For instance, generativity can flourish in the family environment (e.g., parenting) as well as the workplace (e.g., occupational mastery; Newton & Stewart, 2012). ...
Erikson (Identity: Youth and crisis, W.W. Norton & Company, 1968) theorized identity and generativity as predominant personality developmental tasks in adolescence and midlife (respectively). However, existing literature reveals that not only can both constructs be equally prominent for midlife women (Newton and Stewart, Psychology of Women Quarterly 34:75–84, 2010), they are also dynamically inter-related (Kroger, Whitbourne (ed), Encyclopedia of adulthood and aging, Wiley-Blackwell, 2016), although how, specifically, these two constructs are related, and what role culture and activism might play in their expression are both less well-known. The present study examined middle-aged female activists’ expressions of identity in relation to generativity across two cultural contexts. Ten interview transcripts from the Global Feminisms Project (Institute for Research on Women and Gender (2002) Global Feminisms Project. Retrieved from https://sites.lsa.umich.edu/globalfeminisms/) provided by five Chinese and five American middle-aged female activists were examined. Transcript narratives were coded for themes of identity and generativity using a coding scheme based on Erikson’s writings. Findings showed that female activists in both cultural contexts integrated identity and generativity by expressing themes that consisted of both constructs. However, Chinese women activists expressed their identity by integrating generativity more so than their American counterparts. These results underscore identity and generativity as inter-related constructs that overlap among middle-aged women, as well as cultural variations both within and between groups.
... The compound model of Kotre (1996) also opens the possibility of different types of generativity in different lifestages. Similarly, Stewart and Vandewater (1998) proposed a lifecourse pattern of change in generativity, distinguishing between generative desires and generativity accomplishments. However, according to our scoping review, such theoretical insights have had little impact on the literature on generativity in later life, which has been mainly (and paradoxically) epistemologically understood in static terms, and when developmental changes are considered, such changes are quantitative, without conceiving that the nature of generativity could change from mid-life to later life, and even throughout later life itself. ...
Research on later-life generativity has promoted a new view of older persons that, far from the traditional images of disability, dependence and frailty, recognises their capacities, and potential to continue growing, while underlining their participation and contributions to families, communities and society. The goal of this study was to carry out a scoping review on later-life generativity, the first one conducted on this topic as far as we know, to show how studies in this area have evolved, which aspects of generativity in later life have been studied, and the methodological and epistemological approaches that are dominant in this area of inquiry. Our scoping review shows that research into generativity in later life has grown steadily over the past 30 years, and particularly during the last decade. However, our results also show how such growing interest has focused on certain methodological approaches, epistemological frameworks and cultural contexts. We identify four critical gaps and leading-edge research questions that should be at the forefront of future research into generativity in later life, gaps that reflect biases in the existing literature identified in the study. These are classified as methodological, developmental, contextual and 'dark-side' gaps.
... 123). It is well agreed-upon in the extant literature that generativity is a multifaceted concept (e.g., McAdams & de St. Aubin, 1992;McAdams et al., 1998;Newton & Stewart, 2012;Stewart & Vandewater, 1998). For instance, generativity can flourish in the family environment (e.g., parenting) as well as the workplace (e.g., occupational mastery; Newton & Stewart, 2012). ...
This sequential explanatory mixed-methods study examined the profile of character strengths in developmental services workers (DSWs) employed in Ontario, Canada and explored how they use their strengths when supporting people with developmental disabilities. In the quantitative phase of the study, nineteen (N = 19) DSWs completed the Global Assessment of Character Strengths questionnaire (GAS-72). In the qualitative phase, a sub-set of nine (n = 9) participants completed a single face-to-face interview where they identified their top five self-perceived character strengths, and described how they use them in their work when supporting their clients. The GAS-72 results indicated that participants rated the top eight character strengths as: humor, teamwork, fairness, honesty, kindness, self-regulation, love of learning, and perspective/wisdom. Interview findings indicated that participants used the character strengths of humor, love of learning, and perseverance concurrently to provide compassionate and meaningful care, to support their client’s overall well-being, and to motivate themselves to flourish in doing their work. Future research needs to examine how character strengths in DSWs and other social services professionals can promote employee well-being, job satisfaction, and compassionate care.
... Although generativity becomes more central in midlife, understanding its role in psychosocial development earlier in the lifespan might point to an actualization of generative motivations earlier in development. Stewart and Vandewater (1998) have found that motivations for generativity were more common in younger populations, such as young adulthood and adolescence, whereas commitment and generative actions were more prevalent during midlife. Since then, there have been a growing number of studies that have examined generativity prior to midlife (e.g., Jia, Alisat, Soucie, & Pratt, 2015;Mackinnon, De Pasquale, & Pratt, 2016;Pratt, Arnold, & Lawford, 2009). ...
Recently, there has been increasing interest in understanding generativity, defined as concern for future generations as a legacy of the self, in adolescence and young adulthood. In Erikson’s model of psychosocial development, generativity was the seventh task following identity and intimacy. Although studies to date have found links between early generative concern and identity and intimacy, few studies have examined these associations simultaneously. An examination of the unique and shared relevance of identity and intimacy to early generativity would further our understanding of Erikson’s model of psychosocial development. In this study, we report on a cross-sectional study of adolescents (N = 160) and young adults (N = 237) who completed measures of generative concern, identity style, and intimacy (represented as caregiving behaviors with friends). Results indicate that both identity and, to a lesser extent, caregiving were relevant to early generativity, with no differences between samples. These findings further support Erikson’s original theory establishing links between generativity, identity, and intimacy.
... Therefore, the desire to be generative can emerge early on in life. Although society expects adults to take responsibility for the next generation, the readiness to interact with a wide range of people and ideological perspectives often begins in early adulthood, when individuals begin to integrate their own identities into the world around them (MacDermid, Franz, & de Reus, 1998;McAdams, de St. Aubin, & Logan, 1993;McAdams, Hart, & Shadd, 1998;Stewart & Vandewater, 1998). In this way, expressing a desire for generativity may be particularly important as a mechanism for prosociality (Hart et al., 2001;Wenner & Randall, 2016). ...
Previous research suggests that empathy can be cultivated by social ideals and relationships with people. The current study examines family importance and religious importance as correlates of affective empathy, perspective taking, and generativity among a sample of adults aged 18 to 35 (N = 722). Given the ethnic and racial diversity represented by Millennials and Generation Z, the moderating role of racial group membership is explored as well. Results indicate that family importance is positively associated with affective empathy, perspective taking, and generativity for the overall sample, though the relationship is particularly strong for non‐Hispanic whites. Religious importance is significantly related to affective empathy and generativity (not perspective taking), primarily among Black, Indigenous, and/or People of Color. Due to the increasing visibility of victimization towards socially vulnerable groups, it is important to understand how attitudes oriented towards helping and empathizing with others are fostered. Implications for further research are discussed.
... Generativity can therefore be expressed not just in parenting, care-taking, or family life, but also on a larger community scale through activities such as teaching, mentoring, volunteering, and contributing to other causes that one perceives as important or meaningful (McAdams & Logan, 2004). As such, motivation to engage in generative behaviours can also occur at other stages of life though generative desires are typically more likely to be fulfilled in middle adulthood (Hauser, 2013;Stewart & Vandewater, 1998 (Hamachek, 1990). Sense of stagnation could also result from a perception that generative behaviours are no longer possible and the resulting disappointment that one no longer has any positive or meaningful impact on others (McAdams & Logan, 2004). ...
... Research has shown that levels of generativity are relatively high in midlife (McAdams et al. 1993). However, Stewart and Vandewater (1998) suggest that different phases or periods, i.e., desire, capacity, and accomplishment, create a developmental arc of generativity, suggesting that generativity may also be a feature of later life. Generativity can manifest in multiple ways. ...
Older adults often contemplate the kind of legacy they would like to leave for subsequent generations. Research provides some evidence for relationships between expressions of intended legacies and generativity (caring for the next generation), and how generativity is related to well-being. The current study aims to expand the literature concerning the role of generativity and its counterpart, stagnation, in the likelihood and frequency of expressions of intended legacies (what individuals wish to leave behind when they die), and to parse each factor’s relationship to well-being among older women. Data were drawn from the combined 2014 data collections from the Radcliffe College Class of 1964 and the Women’s Life Paths Study (N = 204; Mage = 68.93). We used newly developed Q-sort measures of generativity and stagnation, and coded legacy from responses to open-ended questions. This study assessed three types of legacy: one that is meaningful in a personal way (personal), a contribution to the common good (broader), and a combination of personal and broader (composite). Although both generativity and stagnation showed some initial association with personal and total legacy, only stagnation was consistently negatively associated with the likelihood of expressing a legacy, frequency of legacy expression, and well-being. The contribution of psychosocial factors to legacy expression, and the utility of examining generativity and stagnation separately, is discussed.
... Compared to focusing on a career, focusing solely on family roles in early adulthood is associated with higher levels of generativity in later adulthood. Although levels of generativity are relatively high in midlife, Stewart and Vandewater (1998) suggest that different phases or periods-desire, capacity, and accomplishment-create a developmental arc of generativity. First to emerge is the desire to be generative, followed by the capacity to do so, which increases over adulthood, and only relatively late in life is accomplishment achieved. ...
Erikson's idea of generativity—the concern with caring for and nurturing the next generation—has been studied, developed, and broadened in the decades since its debut. A multifaceted concept, caring for future generations encompasses both proximal and distal circles of care, from the family context to a more global worldview. Social roles, such as parenthood, grandparenthood, and career, are associated with how generativity is manifest. Research finds not only gender differences in generativity, but race differences, as well as changing levels of qualitatively different generative facets across adulthood. Additionally, generativity is associated with aging successfully, and provides a basis for community programs aimed at improving the lives of midlife and older adults.
Despite being seen as a midlife construct, generativity (i.e., care and concern for the next generation) has significant utilization among emerging adults. However, the measures developed and recommended by seminal scholars to research generativity have had challenges when applied to the emerging adult population. Therefore, the current article outlines the history of generativity measurement, generativity measurement among emerging adults, recommendations for utilizing generativity measures in practice, and future research directions for generativity measurement among emerging adults.
Objetivo: Interpretar desde la perspectiva narrativa aquellas estrategias que favorecen la emergencia de comportamientos potencialmente generativos por parte del profesorado, contribuyendo a la sistematización de nuevas formas de comprensión del quehacer profesional docente rural chileno. Método: se adopta un enfoque interpretativo cualitativo, siguiendo un diseño descriptivo, exploratorio y transversal. La muestra es de carácter intencional, conformada por 12 educadores quienes 33 años de experiencia en escuelas rurales presentes en las Regiones Metropolitana, La Araucanía y los Ríos (Chile). Para la interpretación de los datos, se recurre al análisis de contenido, siguiendo la lógica de la Teoría Fundamentada y las Entrevistas en Profundidad desde la perspectiva narrativa generativa. Resultados: Las estrategias que favorecen el despliegue de comportamientos generativos son el sentido de vida y la espiritualidad, expresándose en la autonomía, flexibilidad y una alta implicación pedagógica frente a su quehacer profesional, además de un alto sentido de autoeficacia en su tarea educativa. Finalmente, el profesorado devela un sentido de vida generativo en el que confluyen metas y proyectos personales desafiantes que contribuyen al desarrollo de las comunidades en las que se desenvuelven cotidianamente, configurando un legado educativo que trasciende en el tiempo.
Zusammenfassung
Zwischen November 2020 und April 2021 wurde im Rahmen der bundesweiten Studie „Hohes Alter in Deutschland“ eine Befragung von mehr als 10.000 Personen ab 80 Jahren zu deren Lebenssituation und Lebensqualität durchgeführt. Dieser Kurzbericht aus der deutschlandweiten Repräsentativbefragung stellt dar, welche Werte hochaltrige Menschen in Deutschland vertreten, wie sie das gesellschaftliche Zusammenleben wahrnehmen und welche Wünsche sie für ihre konkrete eigene Situation, für andere Menschen oder für unsere Gesellschaft als Ganzes haben.
Zusammenfassung
Zwischen November 2020 und April 2021 wurde aufbauend auf der NRW80+ Studie die bundesweite Studie „Hohes Alter in Deutschland“ (D80+) durchgeführt. Die Erhebung der Daten erfolgte im Rahmen einer bundesweiten, repräsentativen schriftlichen Befragung von mehr als 10.000 Personen ab 80 Jahren zu deren Lebenssituation und Lebensqualität. Mit diesen Daten ist die Einkommenssituation und Einkommensungleichheit dieser hochaltrigen Personen repräsentativ, aktuell erfasst und kann differenziert analysiert werden. Wir berichten nachfolgend – bis auf wenige Ausnahmen – das Nettoeinkommen der Hochaltrigen, genauer deren Haushaltsnettoäquivalenzeinkommen, das ein auf die Haushaltsmitglieder bezogenes Pro-Kopf-Einkommen darstellt. Einkommensarmut wurde anhand der gängigen Armutsriskoschwelle von 60 % des mittleren Einkommens (Median) definiert, welches bei Unterschreitung eines Nettobetrages von 1176,-€ monatlich vorliegt. Aussagen über Vermögen, Schulden und Einkommensquellen können in diesem Bericht nicht getroffen werden.
Zusammenfassung
Zwischen November 2020 und April 2021 wurde im Rahmen der bundesweit repräsentativen Studie „Hohes Alter in Deutschland“ (D80+) eine schriftliche Befragung von mehr als 10.000 Personen ab 80 Jahren zu deren Lebenssituation und Lebensqualität durchgeführt. Hiervon beantworteten 3233 Personen bis Dezember 2021 in einem zusätzlichen telefonischen Interview detaillierte Fragen zu ihren Alltagskompetenzen und ihrer Wohnumgebung. Auf dieser Grundlage stellt der vorliegende Kurzbericht die Alltagskompetenzen und das Wohnumfeld hochaltriger Menschen in Deutschland dar.
Zusammenfassung
Zwischen November 2020 und April 2021 wurde im Rahmen der bundesweiten Studie „Hohes Alter in Deutschland“ eine schriftliche Befragung von mehr als 10.000 Personen ab 80 Jahren zu deren Lebenssituation und Lebensqualität durchgeführt. Die Befragung erfolgte damit unter dem Eindruck der zweiten und dritten Welle der Coronapandemie. Dieser erste Kurzbericht aus der deutschlandweiten Repräsentativbefragung stellt dar, welche Veränderungen sehr alte Menschen im Zusammenhang mit der Pandemie in verschiedenen Lebensbereichen erfahren haben und wie sie diese Veränderungen bewerten.
Zusammenfassung
Zwischen November 2020 und April 2021 wurde im Rahmen der bundesweit repräsentativen Studie „Hohes Alter in Deutschland“ eine schriftliche Befragung von mehr als 10.000 Personen ab 80 Jahren zu deren Lebenssituation und Lebensqualität durchgeführt. Hiervon beantworteten 3233 Personen bis Dezember 2021 in einem zusätzlichen telefonischen Interview weitergehende Inhalte, unter anderem war ein kognitives Screening Teil der telefonischen Interviews. Dieser siebte Kurzbericht aus der deutschlandweiten Repräsentativbefragung stellt dar, wie hochaltrige Menschen mit Demenz wohnen und versorgt werden und beschreibt ihre subjektive Lebensqualität während der Pandemie.
The trend of global population aging has led to an increase in the number of studies addressing the determinants of successful aging. Here, we argue that successful aging depends on psychophysical health and the successful overcoming of the generative stage. Therefore, this study aimed to examine the relationship between mentioned variables and selected sociodemographic characteristics of older adults. The study involved 101 respondents (M=71.7; SD=3.06), mostly residing in urban living conditions and having a lower level of education. The surveys were conducted using SC-Q, RAND-36, and the Adapted Loyola Generation Scale. The results of the multiple regression analysis showed that the model consisting of physical and psychosocial health dimensions statistically significantly predicts generativity (F(8,89)=2.17; p
Grounded in the findings from a case study of a nonprofit educational consulting firm that specialized in math literacy reform and operated throughout the American South during the 1990s–early 2000s, this paper presents Generative Engagement (GE), a practice-centered process model on relational behavior that fosters prosocial interaction and collaboration among social identity groups in demographically diverse, highly stratified social environments. The paper describes the dynamic interplay between generativity and inclusivity, presents four different types of relational engagement that result from this interplay and offers five testable propositions. The paper concludes with a discussion on how cross-boundary leaders, work teams, organizations, and communities can better understand, develop, and demonstrate generative relational behavior that enhances work group efficacy and sustains the greater public good. Along with encouraging scholarly exploration of GE, the generative engagement model (GEM) is offered as a tool for inspiring and equipping development and use of generative approaches to leadership, collaboration, and transformative change within organizations.
Háttér és célkitűzések
A generativitás a 21. században egyre fontosabb fogalommá válik az egyén jólléte szempontjából. A fogalom azt az általános attitűdöt jeleníti meg, amely során az individuum a tágabb közössége irányába mutatott elköteleződése révén igyekszik hozzájárulni a következő generációk jóllétéhez. A kutatás célja a Loyola Generativitás Skála (LGS-18) magyar nyelvű változatának létrehozása.
Módszer
A kérdőív adaptációjának első szakaszában a faktorstruktúrát teszteltük, második szakaszában a validitását, harmadik szakaszában pedig az időbeli megbízhatóságát. A vizsgálatban összesen N = 624 személy vett részt ( M életkor = 50,09; SD életkor = 8,58), akik az alábbi kérdőíveket töltötték ki: Loyola Generativitás Skála (LGS), Élettel való Elégedettség (SWLS-H), Rosenberg Önértékelés Skála (RSES-H), Antonovsky-féle Koherencia-érzés Kérdőív (SOC), Pozitív és Negatív Affektív Jegyzék (PANAS), Schwartz-féle Értékteszt (SVS).
Eredmények
A megerősítő és feltáró faktorelemzés során az LGS 18 tételes változata megfelelő illeszkedési mutatókkal rendelkezett, belső konzisztenciája és időbeli stabilitása kiválónak mondható. A kérdőív az elvárásainkkal megegyező együttjárást mutatott a validitásba bevont konstruktumokkal, és megfelel a nemzetközi szakirodalmi adatoknak is.
Következtetések
A 18 tételes Loyola Generativitás Skála (LGS-18) magyar verziója megfelelően megbízható és érvényes mérőeszköznek bizonyul a generativitás mérésére felnőtt kísérleti személyek körében.
The article discusses the concept of “generativity”, approaches to its study and its place in the framework of foreign and Russian psychology. The period of emerging adulthood is an impor- tant stage in the life cycle of a person, in which personal and professional identity is formed, close relationships, and an individual value system is created. Studies of generativity related to the period of early adulthood have shown that generative orientation is included in the value structure of a person and can be a leading motive. At the same time, this is a period of building social relations and searching for personal boundaries. The article presents the results of an empirical study where 203 emerging adults participated (17–24 years; M=19.58; SD=0.15), of which there were 23 men (11%) and 180 women (89%). In the study, it was hypothesized that in the differential analysis of values, generative orientation and generative actions can be associated with different values. The authors assumed that since loneliness reflects certain aspects of a person’s interaction with society, then at different levels of its severity the specificity of the ratio of values and generativity can also change. The following methods were used: Loyola Generativity Scale (LGS), Generative Actions List (GBC), Differential Loneliness Experience Questionnaire by E.N.Osin and D.A.Leontyev (DOPO) and the “Value Questionnaire” (CO) by Sh. Schwartz. Regression and cluster analyses were applied. The results of the study indicate a close relationship between generativity characteristics and the desire to maintain and preserve traditions (cultural, family, religious, etc.), as well as with a low level of feelings of isolation. It was revealed that generativity is associated mainly with values at the level of personal priorities, rather than at the level of normative ideals. Also, the relationship between generative orientation and hedonism, dependent on the attitude towards loneliness, is discussed. In the desire to avoid loneliness, an inverse relationship was revealed between the characteristics, while in the perception of loneliness as a resource — a direct one. The question is raised about the nature of the manifestation of generativity in people who feel dissatisfaction with interpersonal interaction. The practical significance of the study was that the data obtained confirm that with different severities of loneliness, the characteristics of generativity form different connections with values, which allows a more differentiated approach to accompanying the process of entering adulthood in practical and consulting work.
Generativity, defined as care and concern for future generations as a legacy of the self, is central to developmental success in midlife, though recent research suggests that it is also an important aspect of positive development to younger adults and adolescents. Following previous studies using midlife samples, in the current study we investigated whether generativity in early adulthood and late adolescence was associated with young people’s moral identity and well-being. Indeed, generative concern was associated with well-being, independently of moral identity. These findings suggest that generative motivations are important for well-being, not only in mid-adulthood, but also for emerging adults, and even when controlling for the role of moral development.
Generativity is the task attached to middle-age in Erikson’s influential developmental theory. From this point of view, it has been defined as a concern for caring for and guiding the next generation and, in more general terms, for being productive and contributing to the well-being and improvement of families, communities and society as a whole. This chapter will first describe the concept of generativity, as it was proposed by Erikson, and how it was broadened by other authors. Second, it will review available evidence in relation to the impact of generativity on the aging older person and the social context in which generative activities take place, specifically in family and community contexts. Third, it will examine the ways in which generativity can also make sense in and be applied to older age groups, providing a conceptual framework that may enrich the concept of ‘aging well’, being complementary to other similar concepts such as successful aging and active aging. Finally, based on what is already known about generativity in later life, this chapter will suggest future lines of research to complete our understanding of generativity in later life.
Uspješno starenje je višedimenzionalan konstrukt, ali konsenzus u pogledu njegovih komponenti i operacionalne definicije još nije postignut. U ranijim su istraživanjima ispitane njegove brojne determinante i korelati, ali istraživanja roditeljstva i generativnosti ili brige za dobrobit mlađih generacija u kontekstu uspješnog starenja zasada su vrlo rijetka. Stoga je provedeno istraživanje s ciljem ispitivanja povezanosti i doprinosa roditeljskog zadovoljstva i generativnosti starijih osoba njihovu uspješnom starenju. U istraživanju su sudjelovala 444 starija roditelja u dobi od 60 do 95 godina iz različitih dijelova Hrvatske. Tri dimenzije roditeljskog zadovoljstva (zadovoljstvo sobom kao roditeljem, svojom djecom i odnosima s njima) ispitane su po jednim pitanjem za svaku. Generativnost je ispitana adaptiranom Loyola skalom generativnosti, a uspješno starenje Skalom samoprocjene uspješnog starenja. Rezultati su pokazali da sudionici daju visoke procjene na sve tri dimenzije roditeljskog zadovoljstva. Rezultati na skali uspješnog starenja bili su značajno povezani s ispitanim dimenzijama roditeljskog zadovoljstva i s generativnošću. Nadalje, pokazalo se da, nakon kontrole sociodemografskih varijabli, generativnost, zadovoljstvo sobom kao roditeljem i odnosima s vlastitom odraslom djecom značajno doprinose uspješnom starenju sudionika istraživanja. Rezultati ovoga istraživanja upućuju na važnost brige za mlađe generacije i vlastite doprinose društvu te roditeljskog zadovoljstva i u starijoj dobi za uspješno nošenje s promjenama povezanima sa starenjem. Ključne riječi: roditeljsko zadovoljstvo, generativnost, uspješno starenje
The chapter describes the Belief in an Unjust World Scale (Cubela Adoric, 1999), including the results of its validation in 10 studies with participants from Croatian population.
University settings present a unique opportunity for young adults to develop characteristics constitutive of wisdom. One challenge for educators working to support this development involves effectively measuring these characteristics. In this article, we present results from a secondary analysis of cognitive interviews to examine challenges that may arise when young adult undergraduate students respond to self-report measures of Meaning, Identification with all Humanity and Dedication to Lifelong Service—three characteristics of personality-focused accounts of wisdom. Although the items had well-fitting exploratory and confirmatory latent variable models, between 12.5% and 87.5% of students (n = 8 for each item) provided unintended interpretations for each item. This mismatch between students’ interpretations and the intended interpretations can threaten item validity and obfuscate findings from applications such as pre-post assessments. Further research is needed to better understand the factors affecting young adults’ responses to measures of wisdom-relevant characteristics.
The road to a virtuous life is typically met with roadblocks and detours. Life stories reveal the courses people chart around those roadblocks in their attempts to cultivate virtuous lives in non-idealized circumstances. Life stories feature difficult choices (e.g., between love and work, between pursuing personal interests and caring for others in need) that challenge individuals’ attempts to live out the virtues they most value. In this article we focus on the life stories of two women for whom the virtues of generativity and caring for others serve as deeply personal motives that came at a personal cost, notably in the pursuit of other paths of eudaimonic growth. However, these women’s virtuous actions were also a source of meaningful redemption when times got tough. Their life stories also reflect how their lives have been shaped by both personal choices and cultural master narratives of gendered ideals for a good life. Overall these women’s stories illustrate how non-idealized life circumstances can both facilitate and thwart the development of virtue.
This article is a tribute to James Birren (1918- 2016), a pioneer in Gerontology. Among his many contributions was the development of the Guided Autobiography (Birren & Deutchman, 1991). This structured reminiscence technique includes various themes, but innovatively, explores life experience with death as a key component of individuals’ lives. Inspired by his recognition of death as part of life, we provide a conceptualization for further consideration of death as part of the life story. We suggest two central ways in which this occurs: (i) while individuals are alive, others’ endings become part of their continuing life story, and (ii) part of being human is that we all die. The fact that humans know that their story will one day end may affect what they do and the stories they tell about their lives well before-hand. Empirical research from our own lab is woven with extant literature to support our conceptualization of death as part of the life story.
Leaving a legacy matters more to us when we are in midlife than it does at any other life point, and for good reason. Midlife is the time when we are most likely to be concerned about the well-being of future generations and to be involved in various life projects aimed at generating a positive and enduring personal legacy (Erikson, 1950). Simply put, mature and psychosocially healthy adults need and want to care for others; society expects and relies upon midlifers to need and want this and to act accordingly.
My multiple case study provided me with a lens into the nature, antecedents, and support of generativity in the leadership of female higher leaders in midlife. It examined intended leadership legacies, the reasons female higher education leaders believe that they are motivated to leave leadership legacies, and the environment at the research site for generative female higher education leaders.
Personality Development in AdulthoodSocial Roles and Personality DevelopmentConclusion
References
It has been argued that the predominant focus of midlife personality development is generativity; other research has found that social roles influence both its onset and its expression. In this article, we examine women's midlife personality development and its relationship to career and family commitments. Results for a sample of 90 women indicated that commitment to particular social projects in early midlife was associated with different patterns of identity, intimacy, and generativity levels at age 62. In addition, women who added social projects to existing projects during adulthood expressed similar levels of identity, intimacy, and generativity at age 62 as women whose social project commitments had stayed the same. For smaller subsamples of women in the study, longitudinal analyses assessed changes in personality development within middle age as well as the relationship between personality and the maintenance or addition of social projects. These results highlight important variation among women who followed different adult life paths.
Drawing from life course, social networks, and developmental social psychology scholarship, this article considers how advice transmission varies across age groups and examines the age-contingent associations between advice-giving and life meaning. Binomial and ordered logistic regression using the 2006 Portraits of American Life Study (n=2583) reveal that adults in their 20s are most likely to report offering advice to multiple social targets. Notably, however, the connection between advice-giving and life meaning is most pronounced for late-middle age adults—even as changes during this part of the life course reduce the odds of advice exchange. Consistent with developmental theory and the mattering perspective, we argue that advice is a mechanism for contributing to others’ welfare and for cultivating life meaning. Yet opportunity structures for advice transmission also shift over life course, leaving adults in late middle age and beyond with fewer opportunities to engage in such generative practices.
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