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And last, success and failures in personal goals and tasks serve as feedback and basis for compensation in order to optimize development. [3] Self-regulation is important in development, and impacts people’s adjustment to personal goals. These four areas of motivation in development are dependent upon personal self-regulation. (2) Channeling
Laura L. Carstensen is the Fairleigh S. Dickinson Jr. Professor in Public Policy and professor of psychology at Stanford University, where she is founding director of the Stanford Center on Longevity [1] and the principal investigator for the Stanford Life-span Development Laboratory. [2]
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.
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 ...
The Cognitive Information Processing (CIP) Approach to Career Development and Services [1] [2] [3] is a theory of career problem solving and decision making that was developed through the joint efforts of a group of researchers at the Florida State University Career Center's Center for the Study of Technology in Counseling and Career ...
According to this theory, life span development has multiple trajectories (positive, negative, stable) and causes (biological, psychological, social, and cultural). Individual variation is a hallmark of this theory – not all individuals develop and age at the same rate and in the same manner. [15] Bronfenbrenner's ecological theory
The constructive developmental framework (CDF) is a theoretical framework for epistemological and psychological assessment of adults. The framework is based on empirical developmental research showing that an individual's perception of reality is an actively constructed "world of their own", unique to them and which they continue to develop over their lifespan.
Stage-crisis view is a theory of adult development that was established by Daniel Levinson. [1] [2] Although largely influenced by the work of Erik Erikson, [3] Levinson sought to create a broader theory that would encompass all aspects of adult development as opposed to just the psychosocial.