Self-Conception and Life Satisfaction: Integrating Aged Subculture and Activity Theory

McClelland, Kent A.

doi:10.1093/geronj/37.6.723

Cited by 53 publications

(17 citation statements)

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“…Dottavio, J.T. O'Leary Associates, 1976;Hooker and Vends, 1984;McAvoy, 1979;McClelland 1982;Moss and Lawton, 1982;Nystrom, 1974;Palmore and Kivett, 1977;Toseland and Sykes, 1977;Usui, Keil, and Phillips, 1983).…”

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confidence: 99%

The relationship of early life experiences to later life leisure involvement

1987

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Data from the 1982Data from the -1983 Nationwide Recreation Survey were used to determine whether late life differences in leisure behavior reflect a response to early life patterns or present-day socioeconomic differences. Individuals aged 65 and over were categorized as either "expanders" or "contractors" based on their pattern of leisure involvement. Differences in lifelong learning of leisure activities between these two groups were examined. In addition, a discriminant analysis was done to determine whether present-day differences on socio-demographic variables were effective in differentiating between expanders and contractors. Results showed that expanders altered their leisure patterns by the addition of new activities throughout the life span whereas contractors learned most of their outdoor recreation activities before age 21. However, none of the socio-demographic variables used in this study were effective in differentiating between the expanders and contractors. ). An important area of leisure research involves examination of the relationship between leisure behavior in early and later life. Two key questions that underlie such studies are (a) does lifelong learning of leisure activities take place as Kelly (1982) has suggested, and (b) what factors affect the addition or deletion of skills across the life span?While research in this area has sampled individuals across many age categories, there has not been a focus on older adults (age 65 and over). Such targeting would permit examination of the relationship of early to later leisure involvement. In addition, this perspective could yield information not found when examining adults in their 20s, 30s, and 40s.Therefore, the purpose of this study is to examine data on persons over the age of 65 to determine whether there is a relationship between later life leisure behavior, early life leisure patterns, and current socioeconomic status.

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confidence: 99%

The relationship of early life experiences to later life leisure involvement

1987

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“…Empirical research has explored successful aging in terms of such variables as stamina (Colerick, 1985), life-satisfaction (Fisher, 1988), selfconcept (McClelland, 1982), functional independence (Roos & Havens, 1991), and longevity (Vaillant, 1991), identified largely from a misery perspective of old age (Tornstam, 1992) that emphasizes deficits, illness, and decline (Albert, 1987). Sherman (1993) calls for a resource perspective on aging, for an approach that emphasizes assets and positive adaptation.…”

Section: The Methods and Methodologies Of Qualitative Family Researchmentioning

confidence: 99%

Mama Still Sparkles:

Kivnick

Jernstedt

1997

Marriage & Family Review

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“…Philosophically, lifelong learning has much in common with Activity Theory (McClelland 1982, Santrock 1984, which purports that adults who maintain active involvement and selfdevelopment over the life course tend to demonstrate higher levels of life satisfaction, meaningful life roles and general well-being in their later years. Moreover, activity is considered to be the 'interface between the person and the environment by presenting obstacles or opportunities to participate' (Barris 1987).…”

Section: Adaptation and Educationmentioning

confidence: 99%

The educational affinities of old age and youth‡

O'Brien

1992

International Journal of Lifelong Education

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Too much emphasis on 'growing old' in our society has apparently been undermining the attitudes of late-life learners to 'keep growing'. By focusing on the planning context and client system components of basic programme planning, this paper explores the paradox that older adults and younger adults are too often segregated in their educational pursuits. While adult educators may be well aware of the older adult potential to learn, an unnecessary bias toward separate programming for younger and older learners precludes intergenerational learning and reinforces stereotypes about ageing processes. Through a discussion of recent gerontological findings, this paper provides support for future efforts toward educational integration of adults of all ages.

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Self-Conception and Life Satisfaction: Integrating Aged Subculture and Activity Theory

Cited by 53 publications

References 0 publications

The relationship of early life experiences to later life leisure involvement

The relationship of early life experiences to later life leisure involvement

Mama Still Sparkles:

The educational affinities of old age and youth‡

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