Motivation and emotion/Book/2024/Generativity

Generativity:
What is generativity and how does it impact behaviour and life outcomes?

Multimedia presentation (3 min)

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Overview

Figure 1. Explore the topic, then brainstorm a structure. need an example of the topic feature box. The feature box colour can be changed by: Edit source Change theme=3 to another number

what is generativy?

Erik Erikson introduced the psychoanalytical notion of generativity, as a cornerstone for adult development during middle age. Drawing on theoretical grounding, cross-cultural variation in generative behaviors and its implications over high school years are illustrated through the chapter. The conversation moves into generativity and how it pertains to different stages, as well as what encourages or discourages the process. The chapter will detail generativity, measuremonthedods for it as well significant a research literature on these issues.

Key points

• 1. Erikson’s Theory: Generativity is a key stage in Erikson’s theory of psychosocial development, where individuals focus on contributing to society and helping to guide the next generation (Erikson, 1950).
  2. Lifespan Perspective: Generativity is not limited to middle adulthood but can manifest across different life stages (McAdams & de St. Aubin, 1992).
  3. Cultural Variation: The expression of generativity varies significantly across cultures, influenced by societal norms and values (Cheng, 2014).
  4. Measurement: Various scales and methods, such as the Loyola Generativity Scale, have been developed to measure generative concern and action (McAdams, 1994).
  5. Barriers to Generativity: Psychological issues, socioeconomic factors, and cultural contexts can act as barriers to the development of generativity (Grossman & Gruenewald, 2017).

Suggestions for this section: Engage the reader with a scenario, example, or case study, and an accompanying image Explain the problem and why it is important Outline how psychological science can help Present focus questions

Focus questions: Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings. What is the first focus question? What is the second focus question? What is the third focus question? Ask open-ended focus questions. For example: Is there a relationship between motivation and success? (closed-ended) What is the relationship between motivation and success? (open-ended)

Challenges and Barriers to Generativity

Factors Inhibiting Generative Behaviors

Psychological and Social Interventions

Figures

Figure 2. Example of an image with a descriptive caption.

• • Figure 1: A diagram illustrating Erikson’s stages of psychosocial development with a focus on generativity versus stagnation.
  • Figure 2: A cultural comparison chart showing the expression of generativity in different societies.

Learning features

Case Study: Analysis of a real-life individual or community that demonstrates high levels of generativity, including interviews and personal reflections.

Scenarios

• Scenarios or case studies describe applied/real-world examples of concepts in action
• Case studies can be real or fictional
• A case study could be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages)
• It is often helpful to present case studies using feature boxes.

Feature boxes

• Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect.
• Consider using feature boxes for:
  • Scenarios, case studies, or examples
  • Focus questions
  • Tips
  • Quiz questions
  • Take-home messages

Embedded links

• When key words are introduced, use interwiki links to:
  • Wikipedia articles (e.g., "An early psychological view dreams) of dreams was provided by Sigmund Freud".)
  • Related book chapters (e.g., "If you're feeling stuck, check out the chapter about writer's block".)

Tables

• Use to organise and summarise information
• Tables should be captioned
• Refer to each table at least once in the main text (e.g., see Table 1)
• Example 3 x 3 tables which could be adapted

Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model

	Known to self	Not known to self
Known to others	Open area	Blind spot
Not known to others	Hidden area	Unknown

Quizzes

• Using one or two revision questions per major section is better than a long quiz at the end
• Quiz conceptual understanding, rather than trivia

1. The best quiz questions are about important information take-home messages

• The best quiz questions are simple rather than hard
• Different types of quiz questions are possible; see Quiz

Example simple quiz questions. Choose your answers and click "Submit":

1 Quizzes are an interactive learning feature:

	True
	False

2 Long, complex quiz questions are a good idea:

	True
	False

Conclusion: The Future of Generativity in Human Development

• The Conclusion is arguably the most important section
• Suggested word count: 150 to 330 words
• It should be possible for someone to only read the Overview and the Conclusion and still get a pretty good idea of the problem and what is known based on psychological science

Suggestions for this section: What is the answer to the sub-title question based on psychological theory and research? What are the answers to the focus questions? What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message)

See also

1. Wikipedia: Developmental psychology/Chapter 13/Generativity: The Work of Adulthood
2. Wikiversity: Developmental Psychology

Suggestions for this section: Present in alphabetical order Use sentence casing Include the source in parentheses

References

1. Erikson, E. H. (1950). Childhood and society. Norton.
2. McAdams, D. P., & de St. Aubin, E. (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality and Social Psychology, 62(6), 1003-1015.
3. Cheng, S. (2014). Generativity in cultural context: A comparison of American and Chinese adults. Journal of Cross-Cultural Psychology, 45(3), 481-496.
4. McAdams, D. P. (1994). The generative society: Caring for future generations. American Psychological Association.
5. Grossman, M. R., & Gruenewald, T. L. (2017). The role of generativity in successful aging: Development, factors, and interventions. Annual Review of Gerontology and Geriatrics, 37(1), 45-71.
6. de St. Aubin, E., McAdams, D. P., & Kim, T.-C. (2004). The generative society: Caring for future generations. American Psychological Association.

Suggestions for this section: Wrap the set of references in the hanging indent template: Use "Edit source" {{Hanging indent|1= the full list of references}} Style Author surname, followed by a comma, then the author initials separated by full stops and spaces Year of publication in parentheses Title of work in lower case except first letter and proper names, ending in a full-stop Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop Provide the full doi as a URL and working hyperlink The most common mistakes include: Incorrect capitalisation Incorrect italicisation Citing sources that weren't read or consulted

External links

1. American Psychological Association: Generativity and Aging
2. Harvard University: The Science of Generativity

Suggestions for this section: Only select links to major external resources about the topic Present in alphabetical order Include the source in parentheses after the link