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So far, empirical research from a life course perspective has not resulted in the development of a formal theory. [8] Glen Elder theorized the life course as based on five key principles: life-span development, human agency, historical time and geographic place, timing of decisions, and linked lives. As a concept, a life course is defined as "a ...
According to the Life-span model of motivation the personal goals that individuals set are a function of the opportunities and challenges that are present in their social environment. Personal goals are an important determinant to the way individuals direct their development . [ 1 ]
Socioemotional selectivity theory (SST; developed by Stanford psychologist Laura L. Carstensen) is a life-span theory of motivation.The theory maintains that as time horizons shrink, as they typically do with age, people become increasingly selective, investing greater resources in emotionally meaningful goals and activities.
Life-span psychology can be defined as the exploration of biological, cognitive, and psychosocial changes and constancies that occur throughout the course of life. [6] It has been presented as a theoretical perspective, proposing several fundamental, theoretical, and methodological principles about the nature of human development.
Erik Erikson and Carl Jung proposed stage theories [2] [3] of human development that encompass the entire life span, and emphasized the potential for positive change very late in life. The concept of adulthood has legal and socio-cultural definitions. The legal definition [4] of an adult is a person who is fully grown or developed.
Evolution is the change in a heritable trait in a population across generations since mutations generate variations in the heritable traits; they are considered the raw material for evolution. Therefore, beneficial mutation accumulations during the developmental processes could generate more phenotypic variations, which increases their gene ...
The theory was developed in the 1950s [4] and is used to answer questions about topics such as organism size, age of maturation, number of offspring, life span, and many others. [5] In order to study these topics, life history strategies must be identified, and then models are constructed to study their effects.
Unlike the previously described models, this model also places future orientation in the context of life history and socio-cultural influences. Specifically, the model includes a horizontal axis, illustrating that future orientation develops across the lifespan (time) and is influenced by early experiences.