Motivation and emotion/Book/2024/Generativity

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

Multimedia presentation (3 min)

Overview

Figure 1. A diagram illustrating Erikson’s stages of psychosocial development with a focus on generativity versus stagnation. Generativity in action Imagine a middle-aged teacher named Sarah, who has dedicated her life to nurturing her students. She finds great fulfillment in guiding them, not just academically but also in helping them grow as individuals. Her deep sense of responsibility towards her students drives her to constantly seek ways to improve their lives, both now and in the future. Sarah's story exemplifies generativity—a commitment to the well-being of the next generation and to leaving a positive legacy. Sarah, a 45-year-old high school teacher, has spent the last 20 years of her life dedicated to her students. Her goal has always been to inspire them to reach their full potential. She volunteers for after-school programs, mentors new teachers, and is involved in community outreach efforts aimed at supporting underprivileged children. Sarah's sense of purpose and fulfillment comes from her generative actions, which not only shape her identity but also have a lasting impact on her community.

Generativity refers to the concern for establishing and guiding the next generation. This concept, introduced by Erik Erikson, plays a crucial role in adult development, particularly during middle adulthood. The chapter delves into the theoretical foundations of generativity, explores its cultural variations , and discusses its significance across different life stages. The reader will gain an understanding of how generativity influences behavior and life outcomes, and the factors that encourage or hinder its development.

Focus questions: What is the relationship between generativity and life satisfaction? How does generativity manifest across different cultures? What factors influence the development or inhibition of generative behaviors?

Theoretical foundations and developmental aspects of generativity

What is generativity?

Generativity is a developmental psychological concept designed by Erik Erikson within the scope of an eight-stage model that has to do with psychosocial development. It is the stage at which individuals take on the commitment to mentor, raise, and support the next generation through such means as parenting, mentoring, teaching, and community service. Even though generativity is strong during middle adulthood, it actually can occur at any life stage (Erikson, 1950). People exhibiting generative behaviours generally demonstrate a sense of purpose and satisfaction because their contributions are being made toward the continuation and improvement of society (McAdams & de St. Aubin, 1992)

Erikson's theory of psychosocial development

Erikson defined generativity as the drive to contribute positively to future generations, placing it as a central challenge in middle adulthood. Failure to achieve generativity, he suggested, could lead to stagnation, where individuals feel unproductive and disconnected from the broader community (Erikson, 1963). Modern research has expanded this concept, revealing that generative actions contribute to self-esteem and life satisfaction across age groups (McAdams & de St. Aubin, 1992). For instance, studies show that individuals involved in mentorship programs report a higher sense of fulfillment and purpose (Peterson, 2006).

According to Erikson, generativity forms the seventh stage of psychosocial development; the preoccupation with individual identity has been overcome. In this stage, people aim at leaving a lasting legacy on the world. This might come through rearing children, guiding younger people, or, in fact, engaging in voluntary work within the community. Successfully resolving the process during this stage leads to a feeling of accomplishment while failure to do so will result in stagnation and self-absorption (Erikson, 1950).

Extensions and critiques of Erikson’s model

Although Erikson provided a starting point for the modern concept of generativity, subsequent work has furthered Erikson's original ideas. Other research has taken Erikson's age-specific timeline and demonstrated that generativity can occur during any stage of the life span, not just middle adulthood (McAdams, 1994). Others have noted that generativity is manifested differently across cultures, indicating that Erikson's stage model should be adapted to take into consideration cultural norms and values (Cheng, 2014).

Integrating Generativity with Other Theories

• Self-Determination Theory (SDT) Self-Determination Theory, developed by Ryan and Deci, posits that human motivation is driven by three core psychological needs: autonomy, competence, and relatedness (Ryan & Deci, 2000). Generativity aligns with these needs, particularly relatedness and competence. Generative actions, such as mentoring or community service, fulfill the need for relatedness by fostering deep connections with others. They also satisfy the need for competence, as individuals use their skills and knowledge in meaningful ways that benefit others. When people engage in generative behaviors, they experience a sense of accomplishment and purpose, strengthening their intrinsic motivation to continue contributing to their community and society.
• Attachment Theory Bowlby’s Attachment Theory suggests that strong, secure attachments formed in early life influence relationships and behaviors in adulthood (Bowlby, 1969). Generativity can be viewed as an extension of secure attachment; individuals who have experienced strong, positive attachments often seek to provide the same security and support to others, particularly to younger generations. This drive to nurture and guide can be seen as an outgrowth of the attachment system, with adults aiming to create safe, supportive environments for those they care about.
• Social Identity Theory Tajfel and Turner’s Social Identity Theory proposes that people derive a significant part of their self-concept from group memberships and social roles (Tajfel & Turner, 1979). Generativity often manifests as a desire to contribute positively to one’s social group, whether that group is defined by family, profession, culture, or even a global community. By engaging in generative acts—such as mentoring younger professionals or advocating for social causes—individuals strengthen their social identity and feel more connected to their group. Generativity thereby reinforces a positive self-image and enhances one's role within society.
• Positive Psychology and Meaning in Life Positive psychology emphasizes the pursuit of a meaningful and fulfilling life. Viktor Frankl's concept of “meaning-making” aligns closely with generativity, as generative actions allow individuals to feel that they are part of something larger than themselves (Frankl, 1985). Research in positive psychology suggests that people who engage in generative behaviors often experience a greater sense of purpose and satisfaction (Seligman, 2002). This sense of meaning is crucial for mental well-being, as individuals who feel they are contributing to the future or to others’ well-being report higher levels of life satisfaction and personal fulfillment.
• Theory of Moral Development Kohlberg’s stages of moral development describe how individuals’ moral reasoning evolves over time, from a focus on self-interest to a consideration of broader social welfare (Kohlberg, 1981). Generativity reflects higher stages of moral development, where individuals prioritize ethical responsibility and concern for future generations. Generative actions are often guided by principles of fairness, justice, and altruism, suggesting that individuals with strong generative drives may also exhibit advanced moral reasoning.
• Terror Management Theory (TMT) Terror Management Theory posits that awareness of mortality drives people to seek meaning and legacy, which buffers existential anxiety (Greenberg et al., 1986). Generativity serves as a key response to this existential concern, as it allows people to invest in projects, relationships, and causes that will endure beyond their lifetime. By contributing to something lasting, individuals mitigate fears of death and secure a sense of symbolic immortality, finding comfort in the thought that their efforts will impact future generations.

Which of the following is a corre characteristic of generativity in middle adulthood, according to Erikson's theory?

	Accumulating wealth
	Contributing to the next generation
	Achieving personal career success
	Avoiding societal resposibilities

Generativity across the lifespan and cultural contexts

Generativity in early, middle, and late adulthood

Generativity takes somewhat different forms across life stages. For instance, generativity during early adulthood can be an aspect of career choices and/or mentoring and service in the community. In this stage of life people are for the first time beginning to think about how their actions impact on others and society as a whole (McAdams, 1994). At the level of middle adulthood, generativity is higher, and most adults are concerned with rearing children, mentoring younger colleagues, or contributing to the community through various forms of service (Grossman & Gruenewald, 2017). In late adulthood, generativity takes the form of sharing wisdom, life experiences, and knowledge with the younger generations through stories, volunteering, or informal functions of mentoring ( McAdams & de St. Aubin, 1992).

A study by Steger, Frazier, Oishi, and Kaler (2006) explores the relationship between generativity and life satisfaction in adults. Their findings suggest that individuals who engage in generative behaviors experience higher levels of well-being, which further aligns with Erikson's assertion that generativity leads to fulfillment and purpose (Steger et al., 2006). Recent research has shown that generative behaviours are strongly linked to increased life satisfaction and psychological well-being, with studies like those by Steger et al. (2006) suggesting that generativity contributes to greater fulfillment and overall mental health. These findings support the idea that generativity is crucial for mental well-being across adulthood.

Another longitudinal study by Grossmann and Gruenewald (2017) examined generativity at different stages of life, noting that while generativity peaks in middle adulthood, it remains significant in late adulthood as well. Their research provides insights into how older adults continue to engage in generative behaviours, often through community involvement, storytelling, and volunteerism. Grossmann and Gruenewald (2017) have emphasized that although generativity is most prominent during middle adulthood, it remains an important aspect of adult life well into late adulthood. Older adults often engage in generative behaviors through community service and passing on knowledge to younger generations, indicating that generativity is a lifelong developmental concern.

Figure 2. A cultural comparison chart showing the expression of generativity in different societies. Case Study 1: Generativity in middle adulthood Background: Maria, a 45-year-old lawyer and mother of two, has been in her legal career for over 20 years. As she entered her mid-40s, Maria began to feel a growing desire to contribute to society in a more meaningful way beyond her professional achievements. Generative actions: Maria’s generativity manifests in two key areas: parenting and mentoring. As a mother, she focuses on raising her children with strong values, emphasizing education, community involvement, and empathy. She volunteers as a parent leader in her local school district, organizing events and supporting school programs. At work, Maria has also taken on a mentor role for younger colleagues. She dedicates time to offering guidance to interns and new hires, sharing her expertise in the field of law, and helping them navigate their career paths. Through this mentorship, Maria finds fulfillment in helping others succeed and feels a strong sense of responsibility toward shaping the next generation of lawyers. Outcome: By focusing on generativity, Maria experiences a profound sense of purpose. She feels connected to her community and is proud to be contributing to the future, both through her children and her professional legacy. This sense of purpose reduces feelings of stagnation, making her middle adulthood both productive and fulfilling.

Cultural variations in generativity

The expression of generativity involves cultural norms and values. For instance, generativity in collectivist cultures, where communal life is highly valued, may often take the front of community involvement and social responsibility (Cheng, 2014). On the contrary, generativity in an individualist culture may take the front of personal achievements and individual mentoring (McAdams, 1994) (McAdams & Guo, 2021). Again, this tends to depict cultural differences within generativity regarding cultural structure and belief systems.

McAdams and Guo (2021) further expand on the cultural variations of generativity, showing how collectivist cultures emphasize family and community, while individualistic cultures may place more emphasis on personal achievement and career legacy. This cultural context is crucial in understanding the diverse ways in which generative behaviors are expressed across societies.

Research has highlighted intriguing cultural variations in generative actions. In individualistic cultures, generativity may focus on individual achievement or personal legacy, while in collectivist societies, it often encompasses contributions to family and community well-being (Cheng, 2018). For example, in Japan, generativity is closely tied to community roles, with older adults often engaging in community gardening or teaching traditional skills to younger generations as a way of maintaining social ties and passing down cultural knowledge (Suzuki & Takahashi, 2015).

The role of generativity in social change

The role of generativity in social change beyond personal fulfillment, generativity makes a significant difference in societal change. It is easy to find generatively active persons who are involved in social movements or community projects that continue long afterwards and bring improvements to people. Schultz (2015) discusses how generativity motivates social activism, particularly in areas like human rights and environmental justice. These findings suggest that generative individuals feel a profound responsibility toward social and environmental change, contributing to broader societal progress. Focusing on the well-being of succeeding generations, generativity incorporates a sense of responsibility toward the shaping of a positive future in such forms as social activism, environmental projects, or community building projects (Grossman & Gruenewald, 2017).

The concept of generativity is becoming increasingly relevant in addressing environmental issues. Recent studies reveal that individuals with high generative concerns are more likely to participate in sustainable practices and advocate for environmental protection (Matsuba & Pratt, 2013). For instance, environmentalists like Greta Thunberg often cite a generative sense of responsibility toward future generations as motivation for their activism.

Matsuba and Pratt (2013) also highlight the growing importance of generativity in environmental advocacy. They found that individuals who are highly concerned with the well-being of future generations are more likely to engage in sustainable practices and support policies that address global challenges like climate change.

Recent research by Van den Broeck et al. (2022) indicates that generative behaviors can act as a protective factor against mental health challenges, especially in older adults. By engaging in activities like mentoring or community service, individuals experience a sense of purpose and social connectedness, which can mitigate feelings of loneliness and depression in later life.

Community Impact of Generative Actions

Generative actions have the power to create positive change within communities. For example, programs like Big Brothers Big Sisters demonstrate how mentoring can transform lives. Volunteers who mentor young people often cite generative motives, like the desire to ‘give back’ and help the next generation succeed (Rhodes, 2008). These relationships foster resilience in both mentors and mentees, proving that generative actions can bridge generational gaps and strengthen community ties.

Table 1.

Generativity Across the Lifespan

Life Stage	Form of Generativity	Example of Generative Behaviours	Key Outcome
Early Adulthood	Career and mentorship	Choosing professions that impact others, mentoring younger colleagues, community service	Developing a sense of contribution to society and shaping future generations.
Middle Adulthood	Parenting, community involvement, leadership roles	Raising children, mentoring, leading community initiatives	Feeling fulfilled by ensuring the welfare and growth of the next generation.
Late Adulthood	Sharing wisdom, life experiences, legacy building	Volunteering, storytelling, guiding younger generations	Creating a legacy and achieving a sense of life satisfaction by passing down knowledge.

Challenges, measurement, and applications of generativity

Measurement of generativity

Several tools have been developed to measure generativity. One of the most prominent was the Loyola Generativity Scale issued by McAdams in 1994. This scale has two major features of generativity: Generative concern that is the interest in taking care of future generations and generative action-actual behaviour that reflects concern. Indeed, research that has employed this scale has used it to show that generativity is linked to a myriad of positive life outcomes including heightened life satisfaction, psychological well-being, and purpose in life (Grossman & Gruenewald, 2017).

Applications of generativity in everyday life

The most obvious example of generative behaviour, parenting allows adults to raise and teach their children good citizenship. Parents who practice generative behaviours provide environments that foster their children's emotional, social, and intellectual growth (McAdams & de St. Aubin, 1992). Generativity is not confined to the family, however it also applies to workplace generativity and generativity in the broader community. Individuals may mentor younger colleagues, commit to other forms of community service, or otherwise engage in actions that are beneficial for society and make social continuity possible across generations (Grossman & Gruenewald, 2017).

Case Studies of Notable Figures

Examples of generativity are visible in figures like Jane Goodall, who dedicated her life to conservation and educating others about wildlife. Goodall’s work reflects a generative commitment to environmental stewardship and inspiring future conservationists. Her contributions illustrate how generativity can extend to global causes, reminding us of our responsibility to protect the planet for generations to come.

The Ripple Effect of Generative Role Models

Generative role models inspire others to contribute to society. Research shows that children who see their parents involved in volunteering or community work are more likely to participate in similar activities as they grow older (Colby & Damon, 1992). This ‘ripple effect’ means that each generative act can potentially lead to more positive contributions, fostering a culture of care and community involvement.

Link to Generativity in Social and Environmental Challenges

As society faces global challenges like climate change, generativity plays an essential role in motivating individuals to act for the greater good. Research shows that people with a strong generative drive are more likely to engage in activism and support policies that protect natural resources for future generations (Schultz, 2015). This highlights generativity’s role in social responsibility, encouraging us to look beyond ourselves and advocate for sustainable practices.

Challenges and barriers to generativity

There are a number of elements that oppress generative behaviours. Among the psychological deterrents, depression and low self-esteem may result in inactivity toward generative behaviour. Further, socioeconomically, poverty and reduced access to education are considered major hindrances to the generation cycle. The cultural deterrents include societal norms and values devaluing the different forms of generative actions (Grossman & Gruenewald, 2017; Cheng, 2014). Overcoming these barriers is critical for enhancing generativity, and interventions such as therapy, community programs, and education facilitate overcoming these barriers and increased involvement in generative behaviours.

Case Study 2: Barriers to generativity Background: John, a 55-year-old factory worker, has struggled with financial insecurity for most of his adult life. Growing up in an economically disadvantaged neighborhood, John had limited access to education and career opportunities. He married young and spent much of his life working long hours to support his family, but his career never felt fulfilling. Challenges and barriers: John’s generativity is inhibited by several barriers: Psychological factors: John suffers from depression due to his unfulfilled career ambitions. This mental health issue has caused him to feel disconnected from his community and his family, reducing his motivation to contribute meaningfully. Socioeconomic challenges: The need to focus on making ends meet leaves John with little time or resources for generative activities. He often feels that he lacks the financial stability to engage in community work or mentoring. Cultural barriers: In John’s community, there are few opportunities for engagement in generative roles. The absence of accessible mentorship programs or community service options in his area exacerbates the feeling of stagnation. Outcome: Due to these barriers, John finds it difficult to engage in generative behaviors. Without the support to overcome his mental health challenges and economic struggles, he feels stuck in a cycle of survival rather than personal growth. Addressing John’s barriers through interventions, such as mental health support or community programs, could help him overcome these challenges and unlock his generative potential.

Test your knowledge

Consider the following scenario: Sarah, a 50-year-old educator, is deeply involved in both her family life and her career. She mentors younger teachers, contributes to community programs, and spends time helping her children transition into adulthood. However, due to a recent personal financial crisis and the onset of depression, Sarah feels less motivated to continue her generative activities. Despite this, she remains committed to her professional and personal roles. Based on Sarah's situation, answer the following questions:

1 What stage of Erikson’s psychosocial development theory is Sarah currently navigating?

	Identity vs. Role Confusion
	Intimacy vs. Isolation
	Generativity vs. Stagnation
	Integrity vs. Despair

2 Which of the following generative behaviors does Sarah exhibit in her daily life?

	Focusing solely on career sucess
	Mentoring younger colleagues
	Isolating from the community
	Prioritizing her financial success over others' well-being

3 What barriers to generativity is Sarah currently facing?

	Possitive mental health and financial stability
	Career advancement and strong community ties
	Depression and financial difficulties
	A supportive family and workplace environment

4 What might help Sarah overcome her barriers to generativity?

	Ignoring her challenges and focusing on herself
	Recieving mental health support and financial counseling
	Withdrawing from her mentorship roles
	Focusing solely on her personal career development

5 Based on the scenario, which cultural or societal factors could be impacting Sarah's generative actions?

	Community support that promotes her involvement
	Cultural norms that discourage community involvement
	Societal emphasis on individual achievements over community contributions
	Both Community support that promotes her involvement and Societal emphasis on individual achievements over community contributions

Conclusion

In essence, generativity represents a profound human drive to leave a positive legacy, impacting not only our own lives but also the communities and generations that follow. Rooted in Erikson's stages of development, generativity encourages us to reach beyond ourselves, creating meaningful contributions through family, work, community involvement, and social causes. Research consistently demonstrates that engaging in generative actions promotes mental well-being, deepens social connections, and fosters resilience—qualities that become essential as societies face complex global challenges.

Beyond personal fulfillment, generativity also has a ripple effect. When individuals commit to nurturing others, mentoring youth, or advocating for sustainable practices, they inspire similar behaviors in those around them. This cycle of positive influence strengthens communities and reinforces the importance of social responsibility. In a world increasingly defined by rapid change, generativity provides a stable foundation for fostering empathy, cooperation, and a shared commitment to future well-being.

Reflecting on generativity invites us to ask important questions: What impact do I want to have? and How can I contribute to my community and future generations? By embracing generative actions, we actively shape not only our personal legacy but also the world we leave behind.

See also

• Wikiversity: Developmental psychology/Chapter 13/Generativity: The Work of Adulthood
• Wikiversity: Developmental Psychology
• Wikipedia: Generativity
• Wikipedia: Erikson's stages of psychosocial development

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External links

• ScienceDirect: Generativity and Aging; A promising future research topic?
• Encyclopedia of creativity pdf: Generativity theory
• Oxford University: Generativity in Later Life; Perceived Respect From Younger Generations as a Determinant of Goal Disengagement and Psychological Well-being