Goals for solving everyday problems across the life span: Age and gender differences in the salience of interpersonal concerns

Developmental Psychology

Volumn 32, Issue 6, 1996, Pages 1106-1115

  Strough, JoNell ^a,b   Berg, Cynthia A ^a   Sansone, Carol ^a  

^a UNIVERSITY OF UTAH   (United States)

^b WEST VIRGINIA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21444461517     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/0012-1649.32.6.1106     Document Type: Article

References (67)

1. Adams, C., Labouvie-Vief, G., Hobart, C. J., & Dorosz, M. (1990). Adult age group differences in story recall style. Journal of Gerontology, 45, 17-27.
2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
3. Baltes, P. B., Dittman-Kohli, F., & Dixon, R. A. (1984). New perspectives on the development of intelligence in adulthood: Toward a dual process conception and a model of selective optimization with compensation. In P. B. Baltes & O. G. Brim (Eds.), Life-span development and behavior (Vol. 6, pp. 33-76). New York: Academic Press.
4. Band, E. B., & Weisz, J. R. (1988). How to feel better when it feels bad: Children's perspective on coping with everyday stress. Developmental Psychology, 24, 247-253.
5. Berg, C. A. (1989). Knowledge of strategies for dealing with everyday problems from childhood through adolescence. Developmental Psychology, 25, 607-618.
6. Berg, C. A. (1990). What is intellectual efficacy over the life course? Using adults' conceptions to address the question. In J. A. Rodin, C. Scholer, & K. W. Schaie (Eds.), Self directedness: Causes and effects throughout the life course (pp. 155-181). Hillsdale, NJ: Erlbaum.
7. Berg, C. A., & Calderone, K. S. (1994). The role of problem interpretations in understanding the development of everyday problem solving. In R. J. Sternberg & R. K. Wagner (Eds.), Mind in context: Interactionist perspectives on human intelligence (pp. 105-132). New York: Cambridge University Press.
8. Blanchard-Fields, F., Jahnke, H. C., & Camp, C. (1995). Age differences in problem solving style: The role of emotional salience. Psychology and Aging, 10, 173-180.
9. Brandtstadter, J., Krampen, G., & Greve, W. (1987). Personal control overdevelopment: Effects on the perception and emotional evaluation of personal development in adulthood. International Journal of Behavioral Development, 10, 99-120.
10. Brandtstadter, J., & Renner, G. (1990). Tenacious goal pursuit and flexible goal adjustment: Explication and age-related analysis of assimilative and accommodative strategies of coping. Psychology and Aging, 5, 58-67.
11. Camp, C. J., Doherty, K., Moody-Thomas, S., & Denney, N. W. (1989). Practical problem solving in adults: A comparison of problem types and scoring methods. In J. D. Sinnott (Ed.), Everyday problem solving (pp. 210-228). New York: Praeger.
12. Cantor, N. (1990). From thought to behavior: "Having" and "doing" in the study of personality and cognition. American Psychologist, 45, 735-750.
13. Cantor, N., Norem, J. K., Niedenthal, P. M., Langston, C. A., & Brower, A. M. (1987). Life tasks, self-concept ideals, and cognitive strategies in a life transition. Journal of Personality and Social Psychology, 53, 1178-1191.
14. Carstensen, L. L. (1992). Motivation for social contact across the life span: A theory of socioemotional selectivity. In J. E. Jacob (Ed.), Nebraska Symposium on Motivation: Vol. 40. Developmental perspectives on motivation. Current theory and research on motivation (pp. 209-254). Lincoln: University of Nebraska Press.
15. Cornelius, S. W., & Caspi, A. (1987). Everyday problem solving in adulthood and old age. Psychology and Aging, 2, 144-153.
16. Demaris, A. (1992). Logit modeling: Practical applications (Paper Series No. 07-086). Newbury Park, CA: Sage.
17. Denney, N. W., & Palmer, A. M. (1981). Adult age differences on traditional and practical problem-solving measures. Journal of Gerontology, 36, 323-328.
18. Dodge, K. A., Asher, S. R., & Parkhurst, J. T. (1989). Social life as a goal-coordination task. In C. Ames & R. Ames (Eds.), Research on motivation and education: Goals and cognitions (Vol. 3, pp. 107-135). New York: Academic Press.
19. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
20. Emmons, R. A. (1986). Personal strivings: An approach to personality and subjective well-being. Journal of Personality and Social Psychology, 51, 1058-1068.
21. Erikson, E. (1963). Childhood and society. New York: Norton.
22. Fazio, R. H. (1986). How do attitudes guide behavior? In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition (Vol. 1, pp. 204-243). New York: Guilford Press.
23. Feldman, S. S., Biringen, Z. C., & Nash, S. C. (1981). Fluctuations of sex-related self-attributions as a function of stage of family life cycle. Developmental Psychology, 17, 24-35.
24. Folkman, S., Lazarus, R. S., Pimley, S., & Novacek, J. (1987). Age differences in stress and coping processes. Psychology and Aging, 2, 171-184.
25. Ford, M. E. (1986). For all practical purposes: Criteria for defining and evaluating practical intelligence. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 183-200). London: Cambridge University Press.
26. Ford, M. E., & Nichols, C. W. (1987). A taxonomy of human goals and some possible applications. In M. E. Ford & D. H. Ford (Eds.), Humans as self constructing living systems (pp. 289-311). Hillsdale, NJ: Erlbaum.
27. Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.
28. Green, J. A. (1988). Loglinear analysis of cross-classified ordinal data: Applications in developmental research. Child Development, 59, 1-25.
29. Hartley, A. A. (1989). The cognitive ecology of problem solving. In L. W. Poon, D. C. Rubin, & B. A. Wilson (Eds.), Everyday cognition in adulthood and late life (pp. 300-329). New York: Cambridge University Press.
30. Havighurst, R. (1972). Developmental tasks and education. New York: Van Nostrand Reinhold.
31. Higgins, E. T., King, G. A., & Mavin, G. H. (1982). Individual construct accessibility and subjective impressions and recall. Journal of Personality and Social Psychology, 43, 35-47.
32. Holahan, C. K. (1988). Relation of life goals at age 70 to activity participation and health and psychological well being among Terman's gifted men and women. Psychology and Aging, 3, 286-291.
33. Hooker, K., Kaus, C. R., & Morfei, M. Z. (1993, November). The function of possible selves in linking personal goals to developmental tasks. In T. Hess (Chair), Social cognition and aging. Symposium conducted at the 46th annual meeting of the Gerontological Society of America, New Orleans, LA.
34. Kaufman, R. L., & Schervish, P. G. (1986). Using adjusted crosstabulations to interpret log-linear relationships. American Sociological Review, 51, 717-733.
35. Kennedy, J. J. (1992). Analyzing qualitative data: Log-linear analysis for behavioral research. New York: Praeger.
36. Keroes, J. (1990). But what do they say? Gender and the content of student writing. Discourse Processes, 13, 243-257.
37. Knoke, D., & Burke, P. J. (1980). Log-linear models (Paper Series No. 07-020). Beverly Hills, CA: Sage.
38. Labouvie-Vief, G. (1992). A neo-Piagetian perspective on adult cognitive development. In R. J. Sternberg & C. A. Berg (Eds.), Intellectual development (pp. 197-228). Cambridge, MA: Cambridge University Press.
39. Lewin, K. (1951). Field theory in social science: Selected theoretical papers (D. Cartwright, Ed.). New York: Harper & Row.
40. Maccoby, E. E. (1990). Gender and relationships: A developmental account. American Psychologist, 45, 513-520.
41. Markus, H. R., & Kitayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253.
42. Markus, H., & Wurf, E. (1987). The dynamic self concept: A social psychological perspective. Annual Review of Psychology, 38, 299-337.
43. McAdams, D. P., de St. Aubin, E., & Logan, R. L. (1993). Generativity among young, midlife, and older adults. Psychology and Aging, 8, 221-230.
44. McGuire, W. J., & Padawer-Singer, A. (1976). Trait salience in the spontaneous self-concept. Journal of Personality and Social Psychology, 33, 743-754.
45. Meacham, J. A., & Emont, N. C. (1989). The interpersonal basis of everyday problem solving. In J. D. Sinnott (Ed.), Everyday problem solving (pp. 7-23). New York: Praeger.
46. Morgan, C., & Sansone, C. (1995). Achievement and interpersonal concerns in everyday problems: Gender differences and similarities. Unpublished manuscript, University of Utah, Salt Lake City.
47. Neugarten, B. L., & Guttman, D. L. (1968). Age-sex roles and personality in middle age: A thematic apperception study. In B. L. Neugarten (Ed.), Middle age and aging: A reader in social psychology (pp. 58-71). Chicago: University of Chicago Press.
48. Neugarten, B. L., Moore, J. W., & Lowe, J. C. (1968). Age norms, age constraints, and adult civilization. In B. L. Neugarten (Ed.), Middle age and aging: A reader in social psychology (pp. 22-28). Chicago: University of Chicago Press.
49. Nicholls, J. G., Cheung, P. C., Lauer, J., & Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1, 63-84.
50. Nurmi, J. E., Pulliainen, H., & Salmela-Aro, K. (1992). Age differences in adults' control beliefs related to life goals and concerns. Psychology and Aging, 7, 194-196.
51. Nuttin, J. R., & Lens, W. (1985). Manual of motivational content analysis. In J. R. Nuttin (Ed.), Future time perspective and motivation (pp. 135-175). Hillsdale, NJ: Erlbaum.
52. Rapkin, B. D., & Fischer, K. (1992). Framing the construct of life satisfaction in terms of older adults' personal goals. Psychology and Aging, 7, 138-149.
53. Sansone, C., & Berg, C. A. (1993). Adapting to the environment across the life span: Different process or different inputs? International Journal of Behavioral Development, 16, 215-241.
54. Schaie, W. (1965). A general model for the study of developmental problems. Psychological Bulletin, 64, 92-107.
55. Sheldon, A. (1992). Conflict talk: Challenges to self-assertion and how young girls meet them. Merrill-Palmer Quarterly, 38, 95-117.
56. Sinnott, J. D., Rabin, J. S., & Windle, M. T. (1986). Sex roles and aging: Theory and research from a systems perspective: Vol. 15. Contributions to human development (pp. 1-134). New York: Karger.
57. Sinnott, J. D. (1989). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. In J. D. Sinnott (Ed.), Everyday problem solving (pp. 72-99). New York: Praeger.
58. SPSS. (1988). SPSS-x users guide (3rd ed.). Chicago: Author.
59. Strough, J. (1993). The interpersonal context of everyday problem solving: The role of age, gender and the problem context in understanding goals. Unpublished master's thesis, University of Utah, Salt Lake City.
60. Tabachnick, B., & Fidell, L. (1989). Using multivariate statistics (2nd ed.). New York: Harper & Row.
61. Tisak, M. S. (1986). Children's conceptions of parental authority. Child Development, 57, 166-176.
62. Vallacher, R. R., & Wegner, D. M. (1987). What do people think they're doing? Action identification and human behavior. Psychological Review, 94, 3-15.
63. Veroff, J., & Veroff, J. B. (1980). Social incentives: A life-span developmental approach. New York: Academic Press.
64. Walker, L. J., de Vries, B., & Trevethan, S. (1987). Moral stages and moral orientation in real life and hypothetical dilemmas. Child Development, 58, 842-858.
65. Wentzel, K. R. (1991). Social and academic goals at school: Motivation and achievement in context. In M. L. Maehr & P. H. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 185-212). Greenwich, CT: JAI Press.
66. Wong, M. M., & Csikszentmihalyi, M. (1991). Affiliation motivation and daily experience: Some issues on gender differences. Journal of Personality and Social Psychology, 60, 154-164.
67. Zirkel, S., & Cantor, N. (1990). Personal construal of life tasks: Those who struggle for independence. Journal of Personality and Social Psychology, 58, 172-185.