The Successful Development as a Lifelong Process: Sample of Brno Longitudinal Study on Life-Span Development

0433602 - PSÚ 2015 RIV CN eng A - Abstrakt
Millová, Katarína
The Successful Development as a Lifelong Process: Sample of Brno Longitudinal Study on Life-Span Development.
The 23rd Biennial Meeting of the International Society for the Study of Behavioral Development. Shanghai, China: East China Normal University, 2014. s. 180-181.
[The 23rd Biennial Meeting of the International Society for the Study of Behavioral Development. 8.12.2014 –12. 7. 2014, Shanghai]
Grant CEP: GA ČR GAP407/10/2410
Institucionální podpora: RVO:68081740
Klíčová slova: successful development * longitudinal research * lifelong development
Kód oboru RIV: AN - Psychologie

Successful development can be assessed from two perspectives: from the actual (as a successful functioning) or developmental perspective (as a lifelong process) (e.g. Pulkkinen, Nygren, Kokko, 2002). In Brno Longitudinal Study (BLS), we focused on the successful development in the context of lifelong development. Data comes from a longitudinal study, which has been running since 1961. The current sample includes 83 participants (35 men and 48 women, aged 47-50 years). Successful development is understood as the interplay of social (external) and psychological (internal) characteristics. Among the social characteristics we included parental socioeconomic status (SES; education and employment), school achievement, current SES, marital status, career orientation (career stability and unemployment), and risky behavior. Among the psychological characteristics were included: relationship with parents during childhood and adolescence, self - esteem, extraversion and neuroticism measured in adolescence; self -esteem, self -efficacy, extraversion, neuroticism, and subjective health measured in middle adulthood. Based on k-means cluster analysis, we have created typology that takes into account the components of social and psychological functioning. Typology includes three basic groups: lifelong adaptive functioning, lifelong non-adaptive functioning and adaptive functioning in adulthood. People from lifelong adaptive functioning group had above average school achievement, self-esteem and extraversion and low neuroticism in adolescence. In adulthood they had the highest education, self-esteem, the best subjective health and low neuroticism. Lifelong non-adaptive functioning persons had average school performance, low self-esteem, lowest extraversion and highest neuroticism in adolescence. They had the lowest SES, self -efficacy and self - esteem, high neuroticism and subjective worst health in middle adulthood. The most interesting group was “Only in adulthood adaptive functioning” group. People in this group had the worst academic performance, below-average self-esteem and extraversion and neuroticism above average in adolescence. Surprisingly, they had the highest self -efficacy and self-esteem above average and the highest occupational status in adulthood. Other characteristics (e.g. marital status, career orientation, risk behavior) in these groups did not show a significant difference.
Trvalý link: http://hdl.handle.net/11104/0237816