By M.Cecil Smith
The time is true for this complete, state of the art instruction manual that analyzes, integrates, and summarizes theoretical advances and study findings on grownup improvement and studying - a quickly becoming box reflecting demographic shifts towards an getting older inhabitants in Western societies. that includes contributions from trendy students throughout assorted disciplinary fields (education, developmental psychology, public coverage, gerontology, neurology, public healthiness, sociology, relations reports, and grownup education), the quantity is prepared round six subject matters: theoretical views on grownup improvement and studying examine tools in grownup improvement examine on grownup improvement study on grownup studying getting older and gerontological examine coverage views on getting older. The guide is a vital reference for researchers, college, graduate scholars and practitioners whose paintings relates to grownup and lifespan improvement and studying.
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Additional resources for Handbook of Research on Adult Learning and Development
Example text
These models suggest that the relative adaptiveness of engagement and disengagement strategies changes across the life span. Selective Optimization with Compensation Theory (SOC). The theory of selective optimization with compensation was proposed by Baltes and Baltes (1990; Freund & Baltes, 2000) as 18 Fredda Blanchard-Fields and Antje Stange Kalinauskas a meta-theory to describe processes that characterize development and facilitate successful aging. Three interrelated processes are distinguished: selection, optimization, and compensation.
The fourth age starts roughly at age 80 or 85 (Baltes, 1997; Laslett, 1991; Neugarten, 1974; Suzman, Willis, & Manton, 1992). The distinction between the third and fourth age of adulthood is important because most of the positive aspects of aging are found only for the third age. , Riediger, Freund, & Baltes, 2005). The third age is full of positive news. , the maintenance of high levels of psychological functioning is more difficult in the fourth age (Gerstorf, Smith, & Baltes, 2006; Smith & Baltes, 1999).
The theory of control distinguishes two processes: primary and secondary control. Primary control is oriented towards the environment, that is, to achieve changes within the environment to achieve desired outcomes. Secondary control, on the other hand, focuses on the alteration of the self. For example, secondary control can include changing the value of goal attainment and disengaging from a certain goal or attributing failures of goal attainment to external causes. Challenges for the Current Status of Adult Developmental Theories 19 Heckhausen and Schulz (1995) suggest that primary control is the foremost form of control that is employed because it enables the individual to shape his/her environment to fit particular needs and realize his/her developmental potential.