Life-span Theory Research Articles

Visual attention and emotional reactions to negative stimuli: The role of age and cognitive reappraisal.

Prominent life span theories of emotion propose that older adults attend less to negative emotional information and report less negative emotional reactions to the same information than younger adults do. Although parallel age differences in affective information processing and age differences in emotional reactivity have been proposed, they have rarely been investigated within the same study. In this eye-tracking study, we tested age differences in visual attention and emotional reactivity, using standardized emotionally negative stimuli. Additionally, we investigated age differences in the association between visual attention and emotional reactivity, and whether these are moderated by cognitive reappraisal. Older as compared with younger adults showed fixation patterns away from negative image content, while they reacted with greater negative emotions. The association between visual attention and emotional reactivity differed by age group and positive reappraisal. Younger adults felt better when they attended more to negative content rather than less, but this relationship only held for younger adults who did not attach a positive meaning to the negative situation. For older adults, overall, there was no significant association between visual attention and emotional reactivity. However, for older adults who did not use positive reappraisal, decreases in attention to negative information were associated with less negative emotions. The present findings point to a complex relationship between younger and older adults' visual attention and emotional reactions. (PsycINFO Database Record

Reading through the life span: Individual differences in psycholinguistic effects.

The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old age. We analyzed the performance of a sample of 535 readers, aged 8-83 years in lexical decision and pronunciation tasks. Our findings show that the effects on reading of two key variables, frequency and AoA, decrease in size with increasing age over the life span. We observed the systematic modulation by age and reading ability of these and other psycholinguistic effects alongside a global U-shaped effect of age. Diffusion model analyses suggest that developmental speed-up in decision responses can be attributed to the increasing quality of evidence accumulation in reaction to words, while the ageing-related slowing can be attributed to decreasing efficiency of stimulus encoding or response execution processes. An analysis of spoken response durations furnishes a consistent picture in which the slowing of pronunciation responses with age can be attributed to slowing articulatory processes. We think our findings can be explained by theoretical accounts that incorporate learning as the basis for the development of structure in the reading system. However, an adequate theory shall have to include assumptions about both developmental learning and later ageing. Our results warrant a life span theory of reading. (PsycINFO Database Record

The impact of values‐job fit and age on work‐related learning

Research shows that both individual and job‐related factors influence a worker's work‐related learning. This study combines these factors, examining the impact of fit between one's work values and job characteristics on learning. Although research indicates that fit benefits multiple work‐related outcomes, little is known about the impact of fit on learning. Moreover, life span theories indicate that values evolve throughout the lifespan. Therefore, we examined how age influences work values and thereby work‐related learning. Our self‐report questionnaire was completed by 221 workers of various ages and occupations. Our findings indicate that work values, job characteristics and their fit influence the quantity and quality of work‐related learning. Generally, a higher fit benefits learning, but misfit can also stimulate learning. Workers of different ages report an equal amount of learning, but perform different learning activities. However, this relationship is unrelated to work values. Recommendations for research and practice are discussed.

Which HRM practices enhance employee outcomes at work across the life-span?

Based on the social exchange theory and on ageing and life-span theories, this paper aims to examine: (1) the relationships between perceived availability and use of HRM practices, and employee outcomes (i.e. work engagement and employability); and (2) how employee age moderates these relationships. Using a sample of Nmaximum = 1589 employees, correlational analyses and multiple hierarchical regression analyses were conducted. First, confirming our hypotheses, results showed predominantly positive relationships between work engagement and both perceived availability and use of development HRM practices, such as HRM practices related to learning, development, and incorporating new tasks. The study outcomes opposed, however, our hypotheses with predominantly negative relationships between work engagement and perceived availability and use of maintenance HRM practices. Predominantly positive relationships were furthermore found, as was hypothesized, between employability and perceived availability and use of development as well as maintenance HRM practices. Generally speaking, these results were not more pronounced for any of the age groups. That is, age appeared to not play any significant moderating role. Research limitations, implications for practice and directions for future work are also discussed.

How to change conscientiousness: The sociogenomic trait intervention model.

Conscientiousness, the propensity to be organized, responsible, self-controlled, industrious, and rule-following, is related to numerous important outcomes including many forms of psychopathology. Given the increasing awareness of the importance of conscientiousness, it is becoming common to want to understand how to foster it. In this paper we first describe and update a recent model that was put forward as a theoretically informed intervention to change conscientiousness. We then consider recent life span theories focused on conscientiousness that might inform how best to use existing interventions as well as identify potential moderators of the effectiveness of intervention. Finally, we integrate these perspectives into a framework for how to foster conscientiousness that we label the Sociogenomic Trait Intervention Model (STIM). (PsycINFO Database Record

Corporate volunteering in the construction industry: motivations, costs and benefits

Corporate volunteering is a growing global phenomenon. Despite the size and significance of the construction industry, there has been no research into corporate volunteering in this sector which presents special challenges around its highly transitionary, temporary, regulated and project-based culture. To address this gap in knowledge and to answer the need for more scholarship and sector-specific insights in this field, the motives, benefits and costs of corporate volunteering for construction businesses and the volunteers that work for them are explored. Through an in-depth single case study of one of the UK’s largest construction industry corporate volunteering programmes, it is shown that at an individual level, it is not always altruism that motives people to volunteer. Volunteers in construction are also motivated by other factors such as loyalty to their organization, profession and industry, relational/networking opportunities and the reinforcement of technical skills and personal satisfaction derived from helping others which is not normally afforded in work. At a business level the main benefits of volunteering are reputational advantage, recruitment and new skills and access to new knowledge and capabilities. Conceptually, the results indicate that systems theory, empowerment theory, life span theory and social exchange theory would be useful theoretical lenses to take research in this new area of corporate social responsibility forward. It is concluded that further research is needed into different types of volunteering programmes and whether individual benefits experienced by volunteers translate into commercial benefits for the organizations involved.

Future Time Perspective in the Work Context: A Systematic Review of Quantitative Studies.

A core construct in the lifespan theory of socioemotional selectivity, future time perspective (FTP) refers to individuals’ perceptions of their remaining time in life. Its adaptation to the work context, occupational future time perspective (OFTP), entails workers’ perceptions of remaining time and opportunities in their careers. Over the past decade, several quantitative studies have investigated antecedents and consequences of general FTP and OFTP in the work context (i.e., FTP at work). We systematically review and critically discuss this literature on general FTP (k = 17 studies) and OFTP (k = 16 studies) and highlight implications for future research and practice. Results of our systematic review show that, in addition to its strong negative relationship with age, FTP at work is also associated with other individual (e.g., personality traits) and contextual variables (e.g., job characteristics). Moreover, FTP at work has been shown to mediate and moderate relationships of individual and contextual antecedents with occupational well-being, as well as motivational and behavioral outcomes. As a whole, findings suggest that FTP at work is an important variable in the field of work and aging, and that future research should improve the ways in which FTP at work is measured and results on FTP at work are reported.

Modeling Intraindividual Dynamics Using Stochastic Differential Equations: Age Differences in Affect Regulation.

Life-span theories of aging suggest improvements and decrements in individuals' ability to regulate affect. Dynamic process models, with intensive longitudinal data, provide new opportunities to articulate specific theories about individual differences in intraindividual dynamics. This paper illustrates a method for operationalizing affect dynamics using a multilevel stochastic differential equation (SDE) model, and examines how those dynamics differ with age and trait-level tendencies to deploy emotion regulation strategies (reappraisal and suppression). Univariate multilevel SDE models, estimated in a Bayesian framework, were fit to 21 days of ecological momentary assessments of affect valence and arousal (average 6.93/day, SD = 1.89) obtained from 150 adults (age 18-89 years)-specifically capturing temporal dynamics of individuals' core affect in terms of attractor point, reactivity to biopsychosocial (BPS) inputs, and attractor strength. Older age was associated with higher arousal attractor point and less BPS-related reactivity. Greater use of reappraisal was associated with lower valence attractor point. Intraindividual variability in regulation strategy use was associated with greater BPS-related reactivity and attractor strength, but in different ways for valence and arousal. The results highlight the utility of SDE models for studying affect dynamics and informing theoretical predictions about how intraindividual dynamics change over the life course.

Learning in Later Years in the Lifelong Learning Trajectory

ABSTRACTAn examination of learning in later life in the context of lifelong learning shows that it is a phase on its own and not simply an extension of adult learning, particularly in the 21st century. It exhibits characteristics unlike earlier phases and has benefits that are more aligned with later life. The changes to the growing share of this demographic in the population has implications for the provision of learning opportunities. The life stage changes that are evolving are shown compared to previous generations. The needs and benefits of late life learning are described in contrast to adult learning and the adaptations for successful lifelong learning are listed based on life span theories and current research.

Blade life span, structural investment, and nutrient allocation in giant kelp.

The turnover of plant biomass largely determines the amount of energy flowing through an ecosystem and understanding the processes that regulate turnover has been of interest to ecologists for decades. Leaf life span theory has proven useful in explaining patterns of leaf turnover in relation to resource availability, but the predictions of this theory have not been tested for macroalgae. We measured blade life span, size, thickness, nitrogen content, pigment content, and maximum photosynthetic rate (P max) in the giant kelp (Macrocystis pyrifera) along a strong resource (light) gradient to test whether the predictions of leaf life span theory applied to this alga. We found that shorter blade life spans and larger blade areas were associated with increased light availability. In addition, nitrogen and P max decreased with blade age, and their decrease was greater in shorter lived blades. These observations are generally consistent with patterns observed for higher plants and the prevailing theory of leaf life span. By contrast, variation observed in pigments of giant kelp was inconsistent with that predicted by leaf life span theory, as blades growing in the most heavily shaded portion of the forest had the lowest chlorophyll content. This result may reflect the dual role of macroalgal blades in carbon fixation and nutrient absorption and the ability of giant kelp to modify blade physiology to optimize the acquisition of light and nutrients. Thus, the marine environment may place demands on resource acquisition and allocation that have not been previously considered with respect to leaf life span optimization.

Action Regulation Across the Adult Lifespan (ARAL): A Metatheory of Work and Aging

The goals of this article are to integrate action regulation theory (ART) with the lifespan developmental perspective and to outline tenets of a new metatheory of work and aging. The action regulation across the adult lifespan (ARAL) theory explains how workers influence, and are influenced by, their environment across different time spans. First, the basic concepts of ART are described, including the sequential and hierarchical structure of actions, complete tasks and actions, foci of action regulation, and the action-regulating mental model. Second, principles of the lifespan developmental perspective are delineated, including development as a lifelong and multidirectional process, the joint occurrence of gains and losses, intraindividual plasticity, historical embeddedness, and contextualism. Third, propositions of ARAL theory are derived by analyzing workers’ action regulation from a lifespan developmental perspective (i.e., effects of aging on action regulation), and by analyzing aging and development in the work context from an ART perspective (i.e., effects of action regulation on age-related changes in cognition and personality). Fourth, we develop further propositions to integrate ART with lifespan theories of motivation and socioemotional experience. Finally, we discuss implications for future research and practice based on ARAL theory.

Adapting psychotherapy for older patients with Parkinson's disease.

Emotional distress associated with Parkinson's disease (PD) increases disease burden and decreases functioning. The literature supports the benefits of psychological interventions for amelioration of emotional distress in persons with PD. The objective of this study is to apply the Contextual Adult Lifespan Theory for Adapting Psychotherapy (CALTAP) to enhancing psychological treatment for persons with PD. This paper uses case examples to demonstrate the usefulness of the CALTAP model in helping patients and clinicians separate disease symptoms from the aging process. The examples also illustrate how working in this way can be beneficial in reducing emotional distress in persons with PD. CALTAP contributes to helping persons with PD and persons treating them understand the effects of the disease, separate disease effects from aging processes, and think through the influences of social context, cohort effects, and cultural differences. The CALTAP model can guide adaptations to psychological interventions for emotional distress in PD and potentially improve their effects.

Lifespan Developmental Perspectives on Working: A Literature Review of Motivational Theories

Lifespan perspectives have emerged as important theoretical foundations for empirical investigations of a wide-range of phenomena relevant to the study of aging and work. The present manuscript presents a review and qualitative synthesis of this literature that satisfies several goals. To begin understanding this perspective, lifespan thinking in introduced as a general mode for understanding and conceptualizing dynamics in human development. Then, specific tenets and predications of 4 lifespan theories are summarized. Such summaries precede individually framed qualitative reviews of contemporary empirical investigations that either measure key lifespan constructs and relate them to work relevant outcomes, or adopt specific lifespan theoretical perspectives to support hypothesis development. This discussion supports a critique of lifespan thinking, and a recognition of several “gaps” in our understanding of lifespan development theories applied to this research domain. Following from this, several directions for future research are offered, including calls to develop an expanded understanding of lifespan processes in work contexts through the improvement of measurement tools and through the application of enhanced research methodologies. Finally, mirroring recent theoretical advancements, several possible points of integration among lifespan theories are offered on the basis of related predictions. This synthesis should serve as the basis for an enhanced lifespan theory of aging and work.

Up From the Ashes: Age and Gender Effects on Post-Traumatic Growth in Bereavement

Researchers and clinicians are increasingly exploring the predictors and moderators of posttraumatic growth. To date, however, no studies have fully examined the interactive effects of age and gender in grief and post-traumatic growth. To that end, we examined the moderating effects of age and gender on the relations between grief and post-traumatic growth. A total of 414 adults, ages 18 to 66 years, who were bereaved for 2 years or less, completed a battery of self-report questionnaires. Results of a Gender (2) by Age (4) analysis of variance test showed few differences, overall. Small, significant gender differences were detected for current grief, with women expressing more grief than men. A main effect of age was also observed for grief, with emerging adults reporting less grief than middle-aged adults. A series of moderation models were conducted whereby the effects of gender and age on the relation between grief and post-traumatic growth were examined. Results showed small but significant moderation effects of gender, but not age. Results are discussed in terms of the need for more precision in the research examining post-traumatic growth, including the need for theoretical foundations rooted in both feminist and lifespan theories.

Aging and Self-Discrepancy: Evidence for Adaptive Change Across the Life Span

Background/Study Context: Higgins’ self-discrepancy theory (SDT; Higgins, 1987, Psychological Review, 94, 319–340) postulates that individuals are motivated to decrease the discrepancy between their current and future selves. The objective of the current research was to investigate adult age differences in quantitative and qualitative aspects of self-discrepancy.Methods: Higgins’ self-guide strength measure (Higgins et al., 1997, Journal of Personality and Social Psychology, 72, 515–525) was utilized to compare self-discrepancy in older (aged 65–84) and younger (aged 17–30) healthy, community-dwelling adults. Additionally, the possible selves generated in the task were analyzed thematically.Results: Age was associated with lowered expectations concerning both current and future selves, but the magnitude of self-discrepancy remained constant across the life span. Thematically, interpersonal-related possible selves were important for both age groups, whereas significant age differences emerged in several other thematic domains: younger adults generated significantly more related to achievement, whereas older adults were significantly more concerned with duties, obligations, and health.Discussion: These findings reflect adaptive age-related changes in expectations and motivational priorities in line with life span theories of development.

Relationship Between Self-Efficacy and Counseling Attitudes Among First-Year College Students

The purpose of this study was to assess the relationship between a set of self-efficacy variables and a set of variables assessing attitudes toward counseling. Results revealed a significant relationship between selfefficacy and attitudes toward counseling among a sample of 253 first-year college students. Low perceptions of self-efficacy were associated with a devaluation of career counseling and more negative attitudes toward seeking personal counseling. Implications for these findings are discussed. Keywords: self-efficacy, counseling attitudes, 1st-year college students ********** A traditional-age student's 1st year of college is a time-sensitive stage for increased opportunities for autonomy and decision making. Therefore, 1st-year students undergo a process of adjustment, development, and maturation, while simultaneously making decisions that affect their future. Because self-efficacy traits are malleable (Bandura, 1986; Lent, 2005), it is important to investigate the self-beliefs that are associated with 1st-year college students during this time of increased personal responsibility and free will. This time period is often unlike others because the 1st-year college student may gain a greater sense of independence being away from home for the first time and facing new decisions and challenges. The commencement of one's college experience is influential in shaping one's future personal and professional development. In particular, one's overall experience in college has been found to be critically salient in one's labor-market success and personal life after college (Pascarella & Terenzini, 2005). To accommodate the needs of students, colleges and universities allocate campus resources (e.g., career centers, counseling centers), which provide support and guidance for those seeking emotional and vocational development. Hinkelman and Luzzo (2007) highlighted the need to better understand die interaction between the mental health and vocational needs of college students. Students who go to college career centers for concerns about choice of major or career path often present with symptoms of depression or anxiety. Similarly, students in counseling centers who are dealing with mental health issues may present with vocational concerns that may affect, or be affected by, their mental health status (Hinkelman & Luzzo, 2007). Super's (1963) developmental life-span theory also considers career and personal counseling as equally important in the career decision-making process. There is an increasing need for staff members of career centers and counseling centers to be mindful of the variety of overlapping vocational and mental health concerns that may emerge among 1st-year college students. Having knowledge of 1st-year students' attitudes toward career counseling and personal counseling will expectantly assist in understanding the campus resources that 1st-year students may be more apt to seek out. Previous research has made efforts to empirically support the overlap between personal counseling and career counseling. For example, Pace and Quinn (2000) found that 11% of clients who sought career counseling as their primary presenting concern also received treatment for mental health issues. Their results showed that 20% of clients who sought counseling for mental health issues also received career counseling. Saunders, Peterson, Sampson, and Reardon (2000) revealed significant positive relationships between depression and career indecision, as well as between depression and dysfunctional career thoughts. Their results also demonstrated a significant negative correlation between depression and vocational identity. Additional scholars have taken the stance that the line between career and personal counseling is relatively negligible (Betz & Corning, 1993; Blustein, 1987; Spokane, 1991; Swanson, 1995). As Al-Darmaki (2012) recently expressed, it is important to assess what factors affect individuals' willingness to seek counseling. …

Living with limited time: Socioemotional selectivity theory in the context of health adversity.

The current research was designed to test the applicability of socioemotional selectivity theory (SST; Carstensen, 2006), a life span theory that posits that perceived time remaining in life (time perspective) is a critical determinant of motivation, to individuals who face foreshortened futures (limited time perspective) due to life-limiting medical illness. In Study 1, we investigated whether life goals and biases in attention and memory for valenced emotional stimuli differed between women living with metastatic breast cancer (n = 113; theoretically living under greater limited time perspective than peers without cancer) and similarly aged women without a cancer diagnosis (n = 50; theoretically living under greater expansive time perspective than peers with cancer) in accordance with SST. As hypothesized, metastatic group goals reflected greater emphasis on limited versus expansive time perspective relative to comparison group goals. Hypotheses regarding biases in attention and memory were not supported. Study 2 followed metastatic group participants over 3 months and revealed that, consistent with hypotheses, whereas limited time perspective goals predicted decreased intrusive thoughts about cancer, expansive time perspective goals predicted decreased perceived cancer-related benefits. Together, these studies suggest that SST is a useful lens through which to view some components of motivation and psychological adjustment among individuals confronting medically foreshortened futures.

Using the CALTAP Lifespan Developmental Framework with Older Adults

Conceptualizations of psychological assessment and therapy with older adults rarely refer to more generalist lifespan developmental theories. Yet such frameworks can greatly assist experienced practitioners as well as trainees and those who may be new to seeing older clients to orient themselves to specific issues and concerns of this age group. The Contextual Adult Lifespan Theory for Adapting Psychotherapy (CALTAP) model was developed as a way of both understanding clients from a lifespan perspective and adapting psychotherapy to their needs ( Knight & Poon, 2008 ). The CALTAP themes of developmental aging, social context, cohort differences, and cultural issues can inform and guide discussions regarding psychotherapy as was its original intent, but are also relevant for assessment purposes. In this paper we address how CALTAP can inform assessment as well as psychotherapy by practitioners. Moreover, we detail how the model may be used to prompt self-reflection by clients and psychologists alike.

A Life-Span Perspective on Life Satisfaction

The German population is ageing due to decreasing birth rates and increasing life expectancy. To sustain the German pension system, legal retirement age is increased step by step to 67 years. This raises questions about how to enable and motivate older individuals to work that long. Hence, it is important to understand whether they represent a homogeneous group that can be addressed through specific measures and instruments. Life-span theory points to systematic changes as well as increased heterogeneity with age. For example, work motivation does not generally decline with age but becomes increasingly task-specific, depending on changing life goals and individual adaptation processes in adult development. In this empirical study we analyse age heterogeneity with regard to current life satisfaction and life satisfaction domains (measured as satisfaction with work, income, family and health) that represent personal utilities individuals strive for. For our analysis we use data collected as part of a representative German longitudinal data study (SOEP1). We find increasing heterogeneity in current life satisfaction, satisfaction with work, family life, and health with age. Thus, common mean level analyses on age effects yield only limited informative value. The heterogeneity of older adults should be taken into account when motivating and developing older workers.

Career Development Theories for the Education of Unemployed

<p><em>The topicality of the research – To determine the tendencies of the development of career services, conclusions of career theories have been analysed in the article, the career promoting and hindering factors in the State Employment Agency have been investigated, which could help to employ the forms, methods and techniques of pedagogical organization thus creating preconditions for a more successful career development of the clients.The aim of the research – to explore the career theories, which can be used for the unemployed to obtain their education or to improve their motivation according to the economic situation. Career development theories such as career development structural or opportunity theories (J.Klimov, J.Parson, J.Holland, K.G.Jung) and development or lifespan theories (D.Super, L.Ginsberg, R.Havighurst, E.Erikson, J.Krumbolz, A.Bandura, Dh.Fukuyama) were investigated. In the changing conditions of economics new requirements for the working people are being developed because of formation of new forms of employment. The former advantage in Latvia – the relevantly cheap labour force, has already ceased to exist, so in the future it will not be able to serve as the resource for the economical development. In the formation of an educated society only purposeful educational action can ensure the development and prosperity of the state, so enabling the individuals to find creative solutions in critical situations and adapt in a new environment. The main problem is the contradiction between the acquisition of the value of education in the adult society and the fact that the unemployed in adult age have the lack of knowledge for making their career. Everybody has a different career, it is developing dynamically all through the lifetime. The career reflects the skill of the individual to find balance between the salaried work and the unpaid work, as well as the duties of the personal life.</em></p><p> </p>