Motivation and emotion/Book/2025/Generativity

• Generativity = concern for guiding, nurturing, and contributing to future generations (Erikson, 1950).
• Core development task in Erikson's Stage 7: Generativity vs. Stagnation (Erikson, 1950).
• Linked to a sense of purpose and societal contribution (McAdams and de T. Aubin, 1992).

Generativity, first introduced by Erikson (1950), refers to a psychological concern for guiding, nurturing and contributing to the welfare of future generations. In Erikson's (1950) theory of psychosocial development, it is the central developmental task of Stage 7: Generativity vs. Stagnation, which typically occurs during midlife around ages 40-65 years. During this period, individuals often seek to create or nurture things that will outlast them. Often through parenting, mentoring, community work, or creative endeavours. Failures to achieve generativity can result in stagnation, a state marked by self-absorption, disengagement, and a diminished sense of purpose.

• Originates from Erikson's psychosocial theory (Erikson, 1950).
• Midlife seen as a shift from self-focuses to outward-focuses goals (Erikson, 1982).
• Encompasses family, community, and cultural contributions (McAdams et al.,1993).

Erikson (1950) conceptualised generativity as a crucial driver of psychological growth in adulthood. It represents a shift from self-focused goals to outward-focused contributions, emphasising the importance of legacy and societal continuity. Generativity is not limited to family life but encompasses broader social and cultural roles that ensure the survival and improvement of communities.

McAdams and de St. Aubin (1992) expanded Erikson's original idea into a more detailed framework comprising three key components:

• Generative Concern

The felt motivation to care for the next generation and improve the world.

• Generative Commitment

The setting of personal goals or values that prioritise generative aims.

• Generative Action

The tangible behaviour, such as mentoring, volunteering, teaching, or creative works, that express generativity.

Generativity is characterised by:

• Care for others' development and well-being.

(McAdams et al., 1993)

• A desire to leave a positive, enduring impact or legacy.
• A sense of responsibly for shaping the future of one's community or society.

• Altruism = immediate helping vs generativity = long-term impact (McAdams and de St. Aubin, 1992).
• Parenting = one expression of generativity but not its entirety (Erikson, 1950).
• Civic engagement can exist without generative motivation.

Generativity is often confused with related constructs, but important distinctions exist. Altruism refers to helping behaviours motivated by concerns for others, but it may be focused on immediate needs rather than long-term impact. Parenting is one domain of generativity, yet generativity can also be expressed through non-parental roles such as mentorship or community leadership. Civic engagement may overlap with generativity but does not necessarily involve a personal legacy or deep concern for future generations.

• Guides research and psychological measurement (McAdams et al., 1993).
• Informs program design to foster generative behaviours.
• Clarifies interventions for enhancing life satisfaction and societal benefit.

Clearly defining generativity provides a foundation for understanding its effects on behaviour, psychology well-being, and life satisfaction. It also guides research design by clarifying what is measured and allows for the development of targeted interventions such as workplace mentoring programs or community initiatives that can foster generativity and its associated benefits.

While generativity is most strongly associated with midlife in Erikson's (1950) psychosocial theory, research shows that generative concerns, commitments, and actions can emerge at different points across the lifespan. These expression vary in form and intensity depending on developmental stage, life experiences, and available opportunities.

• Emerging generativity through exploratory commitments (McAdams et al., 1993).
• Choosing careers with service orientation.
• Volunteering, information mentorship.
• Focus primarily on self-establishment but with growing outward contributions.

In early adulthood generativity often takes roots in the form of exploratory commitment, the initial shaping of values, career paths, and relationships may later support generative actions. For some, this includes choosing occupations with a service orientation, engaging in volunteer work, or forming mentoring relationships. Generative behaviour at this stage may be sporadic, as individuals focus on establishing personal and professional stability.

• Peak period for generativity. (Erikson, 1950).
• Parenting, formal mentorship, community leadership.
• Creating lasting professional or creative work.
• Strong focus on legacy and societal contribution.

Midlife is considered the peak period for generativity, when individuals are often at the height of their expertise, social influence, and stability. Common expressions include raising children, mentoring younger colleagues, engaging in community leadership, and producing creative or professional works with long term impact. This stage is marked by a heightened awareness of legacy that will remain after one's active career or lifetime and a strong motivation to contribute meaningfully to others.

• Shift from active roles to reflective/advisory contributions (Kotre, 1984).
• Passing down traditions, values, and wisdom.
• Storytelling, intergenerational volunteering, philanthropy.

• Focus on symbolic legacy over physical or professional work.

In later adulthood generativity often shifts from active, hands on contributions to more reflective and advisory roles. Older adults focus on passing down family history, cultural traditions, or wisdom to younger generations. Activates might include storytelling and intergenerational volunteering. Generativity at this stage often centers on symbolic legacy, ensuring that values, experiences, and knowledge are preserved beyond one's lifetime.

• Generativity can emerge early or late depending on life events (McAdams and de St. Aubin, 1992).
• Influenced by culture
  • Collectivist = earlier community responsibility (Peterson and Duncan, 2007).
  • Individualist = generativity follows personal achievement.

Generativity is not strictly linear process. Some individuals show strong generative action early in life, while others may only develop these motivations late, often following significant life events such as becoming a parent, recovering from adversity, or achieving career stability. Social and cultural contexts also shape when and how generativity emerges. For instance collectivist societies may encourage earlier generative involvement through community responsibilities, while individualist cultures may emphasise personal achievements first.

• Supports tailored generativity opportunities at each age.
• Encourages early skill-building for long-term contribution.

Understanding generativity across the lifespan allows psychologists, educators, and policymakers to support generative behaviour at every stage. Early opportunities to mentor, create, or engage in civic activities can foster a generative mindset that strengthens over time, ultimately benefiting both individuals and society.

Add: Graph showing rates of generativity as ages change

Generativity shapes not only the lives of those receiving guidance and care but also has profound benefits for the individuals expressing it. Its influence spans personal psychological well-being, interperso9nal relationships, and the broader social fabric.

• Higher life satisfaction, meaning, and self-esteem (McAdams et al., 1993).
• Greater sense of purpose and identity (An and Cooney, 2006).
• Lower risk of stagnation in midlife (Erikson, 1982).

Generativity is strongly linked to enhanced life satisfaction and meaning in life. Adults who engage in generative actions often report a deeper sense of purpose, stronger self-esteem, and greater overall happiness (McAdams et al., 1993). These benefits stem from the perception that one's life has lasting value and contributes to something larger than oneself. Furthermore, generativity acts as a protective factor against depression and feelings of stagnation, especially in midlife and later years. By focusing on others' welfare, individuals can maintain a sense of relevance and vitality, even when facing personal challenges.

• Generativity buffers against depression and loneliness (Grossbaum and Bates, 2002).
• Future-orientated focus reduces existential anxiety (Kotre, 1984).
• Mentorship linked to higher emotional well-being in older adults (Gruenewald et al., 2012).

Generative involvement fosters emotional resilience by providing a future-orientated perspective. The focus on creating a legacy can buffer against age related losses or existential anxiety. For example, older adults who mentor youth often show lower rates of loneliness and higher emotional well-being compared to peers without such roles.

• Builds stronger community networks (Peterson and Duncan, 2007).
• Encourages cultural continuity (McAdam and de St. Aubin, 1992).
• creates intergenerational trust and cooperation (An and Cooney, 2006).

On a social level, generativity promotes community cohesion. People who engage in mentoring, volunteering, or civic leadership help strengthens social networks, pass on cultural traditions, an build integrational trust. These contributes can foster a sense of belonging both for the generative individual and for the communities they serve.

• Improves empathy and perspective-taking (McAdams et al., 1993).
• Enhances nurturing behaviour in family life (Erikson, 1950).
• Workplace: promotes mentorship and team growth. (Kotre, 1984).

Generativity enriches close relationships by encouraging empathy, perspective-talking, and nurturing behaviour. Parents who express high levels of generativity often provide greater emotional support and more positive role modelling for their children. In the workplace, generative leaders tend to prioritise mentorship and staff development, creating environments where other can grow and succeed.

• Increases civic engagement and volunteerism (Peterson and Duncan, 2007).
• Contributes to social sustainability and stronger support systems (Gruenewald et al., 2012).

Widespread generative behaviours contribute to social sustainability. Communities with strong generational connections often experience greater civic engagement, higher rates of volunteerism, and stronger support networks. These effects ripple outwards, influencing not just immediate recipients but also future generations who carry forward the values and lessons they receive.

Although generativity naturally emerges for the many individuals, it can also be actively encourages through personal choices, community initiatives, and societal structures. By creating environments and opportunities that support generative behaviour, individuals of all ages can be inspired to contribute meaningfully to others and to the future.

• Set long-term, other-focused goals (McAdams and de St. Aubin, 1992)
• Engage in mentoring, volunteering, legacy-focused projects.
• Reflect on personal contributions and plan to expand them.

Individuals can cultivate generativity by aligning their daily activities with long-term, other-focused goals. This can involve:

• Mentoring

The mentoring of a younger colleague or student.

• Volunteering

Volunteering for community service projects.

• Engagement

Engagement in creative or professional work designed to have lasting societal impact.

• Practicing reflective life review

Identifying ways to pass on skills, values of knowledge. Regularly setting intentional goals that consider the well-being of others can strengthen generative motivation over time.

• Model altruistic behaviour at home (Peterson and Duncan, 2007).
• Encourage intergenerational interactions.
• Use service learning to build generative habits early (An and Cooney, 2006).

Generativity often begins within the family. Parents and caregivers can foster it by modeling altruistic behaviours, encouraging intergenerational connections, and creating opportunities for children to contribute meaningfully to family or community life. Educational programs that promote service learning, community engagement, and collaborative problem-solving can plant the seeds of generativity early, building habits that persist into adulthood.

• Implement mentorship programs (Kotre, 1984).
• Support employee-led community initiatives.
• Recognise and reward generate contributions.

Workplaces can be powerful sites for generativity. Organisations that encourage mentorship programs, team-based projects, and employee-led community initiatives can help employees integrate generative actions into their professional roles. Providing recognition and tangible rewards for mentoring and leadership further reinforces these behaviours.

• Offer intergenerational grogram's at community centers (Gruenwald et al., 2012)
• Provide grants for volunteer-led projects.
• Run public campaigns promoting legacy-building.

At a societal level, generativity can be supported through policies and programs that facilitate intergenerational engagement, such as:

• Community centres offering shared activities for youth and older adults.
• Grants for volunteer-led community projects
• Public campaigns that highlight the value of leaving a positive legacy. By lowering barriers to participation such as cost, transport, and scheduling communities can make generative engagement more accessible.

• Early adulthood: leadership and apprenticeship opportunities
• Midlife: mentoring and knowledge transfer roles.
• Later life: heritage preservation, advisory positions, storytelling (Kotre, 1984).

Efforts to foster generativity should recognise and motivations shift over time. In early adulthood, this may mean offering apprenticeships or leadership roles in community groups. In midlife, supporting career mentoring and in later life, providing avenues for storytelling, heritage preservation, and advisory roles. Adopting a lifespan approach ensures that generativity is nurtured at every developmental stage.

Generativity is a central developmental task in adulthood that extends beyond Erikson's original midlife framework to encompass contributions made throughout the lifespan. Whether expressed through parenting, mentoring, community leadership, creative works, or the preservation of cultural traditions, generativity reflects a deep concern for nurturing the next generation and leaving a positive legacy.

Psychological research shows that engaging in generative activities is strongly linked to enhances life satisfaction, improved mental health, and a greater sense of purpose. These benefits extend beyond the individual, fostering stronger communities, cultural continuity, and intergenerational trust. Generativity's impacts are not uniform, they are shaped by personal characteristics, cultural norms, and life circumstances, highlighting the importance of a lifespan perspective in both understanding and supporting this process.

Fostering generativity requires deliberate efforts at multiple levels, encouraging personal reflection and goal-setting, modelling prosocial behaviours in families and schools, promoting mentoring and leadership opportunities in workplaces, and implementing policies that remove barriers to community participation. By recognising and cultivating generativity at each life stage, we can enhance individual well-being while building more connected, resilient, and sustainable societies.

Reflective quiz questions for readers to answer after reading chapter. 

• Developmental psychology (Wikiversity)
• Generativity (Wikipedia)

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• Generativity vs Stagnation (YouTube)
• Episode 213: Generativity (Podcast)

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