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

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).

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).

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.

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. 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).

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).

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

Generativity is a vital aspect of human development that contributes to both personal fulfillment and societal growth. As we continue to understand the complexities of generativity, it becomes clear that fostering these behaviors can lead to a more caring, responsible, and progressive society. Future research should focus on identifying ways to support generative behaviors across all stages of life, ensuring that individuals are empowered to contribute to the well-being of future generations.

See also

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

References

Cheng, S. T. (2014). Generativity in later life: Perceived respect from younger generations as a determinant of goal disengagement and subjective well-being. The Journals of Gerontology: Series B, 69(1), 55-64. https://doi.org/10.1093/geronb/gbt007

Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.

Erikson, E. H. (1950). Generativity versus stagnation: An elaboration of Erikson's adult stage of human development. Journal of Adult Development, 10(1), 53-65.

Erikson, E. H., & Erikson, J. M. (1998). The life cycle completed (extended ed.). New York: W. W. Norton & Company.

Epstein, R. (1999). Generativity theory. Encyclopedia of creativity, 1, 759-766.

Grossman, M. R., & Gruenewald, T. L. (2017). Caregiving and generativity in late midlife: Results from the Wisconsin Longitudinal Study. The Journals of Gerontology: Series B, 72(4), 688-696. https://doi.org/10.1093/geronb/gbv068

Gruenewald, T. L., & Zhang, C. (2018). Generativity is an index of successful aging: evidence from a U.S. population sample. The Journals of Gerontology: Series B, Psychological Sciences and Social Sciences, 74(1), 47-50. https://doi.org/10.1093/geronb/gby029

Hofer, J., Busch, H., Chasiotis, A., Kärtner, J., & Campos, D. (2014). The measurement of generativity across the adult lifespan: Psychometric properties of a German adaptation of the Loyola Generativity Scale. Journal of Adult Development, 21(1), 23-36. https://doi.org/10.1007/s10804-013-9176-7

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. https://doi.org/10.1037/0022-3514.62.6.1003

McAdams, D. P., & de St. Aubin, E. (1994). Generativity and adult development: How and why we care for the next generation. American Psychological Association. https://doi.org/10.1037/10160-000

McAdams, D. P., & Guo, J. (2021). Generativity in cultural context: A comparative study of Americans and Chinese. In Handbook of psychology and aging (pp. 459-473). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190233153.013.24

Newton, N. J., & Stewart, A. J. (2012). Personality development in adulthood: The role of generativity. Journal of Adult Development, 19(3), 141-154. https://doi.org/10.1016/j.adolescence.2012.01.001

Rothrauff, T. C., & Cooney, T. M. (2019). The links between generativity and well-being in later life: A longitudinal study. BMC Geriatrics, 19(63). https://doi.org/10.1186/s12877-019-1100-5

Schoklitsch, A., & Baumann, U. (2012). Measuring generativity in older adults: The development of the Austrian adaptation of the Loyola Generativity Scale (LGS-A). International Psychogeriatrics, 24(6), 973–983. https://doi.org/10.1017/S1041610212000035

Schoklitsch, A., & Baumann, U. (2012). Generativity and aging: A promising future research topic? Journal of aging studies, 26(3), 262-272. https://doi.org/10.1016/j.jaging.2012.01.002

Zacher, H., & Froidevaux, A. (2020). How does generativity enhance well-being in older adulthood? International Journal of Environmental Research and Public Health, 17(6), 1745. https://doi.org/10.3390/ijerph17061745

Zittrain, J. L. (2006). The generative internet. Harvard Law Review, 119, 1974-2040.

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