Seginer Future Orientation

Developmental and Ecological Perspectives
1. Auflage 2009
ISBN: 978-0-387-88641-1
Verlag: Springer US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 258 Seiten

Reihe: The Springer Series on Human Exceptionality

By contemporary I mean a present with an anticipated future, for we must do our best to overcome clinical habits which make us assume that we have done our part if we have clari?ed the past. (Erikson, 1968, pp. 30-31). The scope of time ahead which in?uences present behavior, and is therefore to be regarded as part of the present life-space, increases during development. This change in time perspective is one of the most fundamental facts of development. Adolescence seems to be a period of particularly deep change in respect to time perspective. (Lewin, 1939, p. 879). I chose to open this book with two excerpts from Erikson's and Lewin's writings because they indicate that future orientation has had its deep roots in psychol- ical thinking, and call readers' attention to the long standing interest in two f- damental issues: the motivational power of constructed future images and their development across age. More speci?cally, Erikson and Lewin's writings und- score the importance of future thinking for in?uencing present behavior tendencies, and point out that the ability to think about the future and realize the 'scope of time ahead' increase with age, and reach a special developmental signi?cance in adolescence.

Professor Rachel Seginer's research focuses on the development of adolescents and emerging adults. Although her main interest in recent years has focused on future orientation in ecological perspective, her work also examines sibling relationships and parents' educational involvement and its effect on educational outcomes. Her studies have been published in leading developmental and cross-cultural journals and edited volumes. She serves on the editorial boards of two journals: the Journal of Research on Adolescence and the Journal of Adolescent Research. Professor Seginer received her Ph.D. in Psychology from the Hebrew University in Jerusalem. She is the former Dean of the Faculty of Education, University of Haifa, Israel, where she is currently teaching developmental and adolescent development courses.

Autoren/Hrsg.

Seginer, Rachel

Inhaltsverzeichnis

1;Preface;6
2;Acknowledgements;11
3;Contents;13
4;1 Future Orientation: A Conceptual Framework;17
4.1;The Evolvement of Future Orientation Conceptualization;19
4.1.1; Early Psychological Analyses;19
4.1.2; Athematic Approaches to Future Orientation;21
4.1.3; The Thematic Approach;25
4.1.4; The Three Component Model of Future Orientation;30
4.2;Four Interfacing Approaches;33
4.2.1; The Motivational Approach: Future Time Perspective;34
4.2.2; The Self Approach: Possible Selves;36
4.2.3; Personality Goal Approaches;39
4.2.4; Personal Dispositions Approaches;42
4.2.5; Summary;43
5;2 The Evolvement of Future Orientation: Infancy Through Middle Childhood;44
5.1;Future Orientation in Infancy;44
5.2;Future Orientation in Early Childhood;46
5.2.1; Children's Sense of the Future;47
5.2.2; Two Approaches to Processes Underlying the Development of Future Knowledge;50
5.2.3; Planning Behavior in Early Childhood;52
5.2.4; Socialization of Future Knowledge;55
5.2.5; Future Themes in Children's Literature;57
5.3;Future Orientation in Middle Childhood;61
5.3.1; Early Expressions of Hopes and Fears;62
5.3.2; The Construction of Future Hopes and Fears in Middle Childhood;63
5.4;Summary: Future Orientation from Infancy to Middle Childhood;75
6;3 Future Orientation in Personality Contexts;76
6.1;Self Esteem and Self Agency;77
6.1.1; The Self: A Conceptual Framework;77
6.1.2; The Effect of the Self on Future Orientation;78
6.1.3; Self-Agency and Future Orientation;79
6.1.4; Self-Stability and Future Orientation;79
6.1.5; Self-Esteem and Future Orientation;80
6.2;The Self-Schema of Loneliness;82
6.2.1; Self-Schema;82
6.2.2; Loneliness;82
6.2.3; Loneliness and Future Orientation;83
6.2.4; Loneliness and Future Orientation: Summary;86
6.3;Psychological Empowerment;86
6.3.1; Psychological Empowerment and Future Orientation: The Case of Israeli Arab Girls;87
6.3.2; The Cultural Context of Psychological Empowerment and Future Orientation;91
6.3.3; Summary: Psychological Empowerment and Future Orientation;92
6.4;Defensive Pessimism and Strategic Optimism;93
6.4.1; Defensive Pessimism;93
6.4.2; Strategic Optimism;94
6.4.3; Strategies and Dispositions;95
6.4.4; Future Orientation and Defensive Pessimism;95
6.5;Primary and Secondary Control Orientations;97
6.5.1; Primary and Secondary Control: Conceptual Framework;97
6.5.2; Cultural Contexts;99
6.5.3; Primary and Secondary Control and Future Orientation;101
6.6;Cognitive Abilities and Future Orientation;103
6.6.1; Summary: The Effect of Self and Personality on Future Orientation;104
7;4 Future Orientation Sex Differences;106
7.1;Sex Differences: Their Extent, Origins and Underlying Processes;106
7.1.1; Evolutionary Psychology;107
7.1.2; Social Role Theory;108
7.1.3; The Gender Similarity Approach;110
7.1.4; Socialization of Gender Roles;110
7.2;Future Orientation Sex Differences and Gender Similarities;111
7.2.1; Theory Based Predictions;112
7.2.2; Gender Effects on the Themes and Extension of Future Orientation;113
7.2.3; Future Orientation Sex Differences: Recent Findings;126
7.2.4; The Cultural Context of Sex Differences;127
7.2.5; The Hoped For and Feared Future of Transition to Modernity Girls: The Case of Israeli Arab and Druze Girls;129
7.2.6; Future Orientation Motivational and Behavioral Components Gender Differences;133
7.2.7; Summary;137
8;5 The Effect of Parenting on Future Orientation;139
8.1;Family Atmosphere, Parenting and Future Orientation;140
8.1.1; Early Studies on the Effect of Parenting on Adolescent Future Orientation;140
8.1.2; Positive Parenting and Future Orientation;141
8.2;The Positive Parenting Multiple Step Model;143
8.2.1; The Five-Step Model of Future Orientation Parenting;144
8.2.2; Empirical Estimates of the Model;146
8.3;Future Orientation Multi-Step Model in Cultural Context;148
8.4;Parents Beliefs and Adolescents Future Orientation;151
8.4.1; Empirical Studies;152
8.4.2; Parents' Beliefs and Adolescents' Future Orientation: Summary;155
8.5;Intergenerational Transmission of Future Orientation;156
8.5.1; The German Setting;156
8.5.2; The Italian Setting;156
8.5.3; The Finnish Setting;157
8.5.4; The Israeli Setting;157
8.5.5; Summary;158
8.5.6; The Three-Component Model: Parent-Adolescent Correspondence;158
8.5.7; Parents as Models;160
8.5.8; The Meaning of Parent-Child Congruence;160
8.6;Summary: How Parents Facilitate the Construction of Future Orientation;161
9;6 The Effect of Contemporaries: Siblings and Peers;162
9.1;Adolescent Sibling Relationship;162
9.2;The Effect of Sibling Relationship on Adolescents Future Orientation;164
9.3;Adolescent Peer Relations;167
9.4;The Effect of Peer Relationship on Adolescent Future Orientation;168
9.5;The Future Orientation of Classmates;171
9.6;Peer Influence: What Adolescents Do and Report;174
9.7;Summary;176
10;7 Future Orientation Outcomes;177
10.1;Future Orientation and Academic Achievement;177
10.1.1; The Underlying Rationale: Perceived Instrumentality;178
10.1.2; Future Orientation and Academic Achievement Links: Empirical Analyses;180
10.2;Future Orientation and Two Developmental Tasks: Identity and Intimacy;185
10.2.1; Identity;185
10.2.2; The Relations Between Future Orientation and Identity;186
10.2.3; Future Orientation and Identity Links: Empirical Evidence;187
10.2.4; Intimacy;192
10.2.5; Future Orientation and Intimacy Links: Empirical Evidence;193
10.2.6; Summary;194
10.3;Future Orientation and Adjustment to Developmental Transitions;195
10.3.1; Emerging Adults' Adjustment to Military Service;195
10.3.2; Midlife Adjustment to Early Retirement: The Case of Non-Commissioned Officers;199
10.4;Summary;200
11;8 Summary, Conclusions and Future Directions for Research and Action;202
11.1;Recapitulation: Future Orientation in Light of Five Main Issues;202
11.1.1; The Five Issues;202
11.1.2; The Conceptual Issue: Future Orientation and Interfacing Approaches;203
11.1.3; The Developmental Issue: A Case of Non-continuous Indicators;206
11.1.4; The Personality Issue: The Role of the Self and Other Personality Characteristics;210
11.1.5; The Interpersonal Relationships Issue: The Effect of Parents, Siblings and Peers;211
11.1.6; The Cultural Context Issue: Does Culture Matter?;213
11.1.7; Directions for Future Research;216
11.1.8; Theory into Practice: Turning Hopes into Plans and Plans into Outcomes;217
11.1.9; Theory into Practice: A Generic Scheme of Linking Future Hopes to Present Behavior;219
11.1.10; In Conclusion;221
12;References;222
13;Appendix;251
13.1;Future Orientation Questionnaires;251
13.2;Future Orientation Questionnaire;252
13.3;Prospective Life Course Questionnaire;253
13.4;Future Work and Career;254
13.5;Marriage and Family;257
13.6;My Future Hopes;260
13.7;My Future Fears;261
13.8;Coding Instructions for the Hopes and Fears Questionnaire;262
14;Index;264