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Caring for the earth: Environmental activism, identity and generativity in youth versus midlife adults. Research Team: Erika Mohle, Elise Bisson, Sean Mackinnon, Susan Alisat, Dr. Joan Norris and Dr. Michael Pratt Department of Psychology. Introduction. Discussion. - PowerPoint PPT Presentation
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Caring for the earth: Environmental activism, identity and generativity in youth versus midlife adults
Introduction
Research Team: Erika Mohle, Elise Bisson, Sean Mackinnon, Susan Alisat, Dr. Joan Norris and Dr. Michael Pratt
Department of Psychology
Method Results
• Hypothesis 1: As expected, exemplars in both
age groups were significantly higher in
generativity than non-exemplars (p < .05). See
Table 1.
•Hypothesis 2: As hypothesized, exemplar
individuals scored significantly higher than their
non-exemplar counterparts on Clayton’s
environmental identity scale (p < .01)
• Hypothesis 3: As expected, a significant
interaction showed that non-exemplar youth
were the least advanced in identity maturity (p
< .05). See Table 2.
Discussion
• Erikson’s (1963) model of ego development
states that the 7th, midlife phase of the life cycle is
characterized by stagnation vs. generativity
• Individuals high on generativity are described as
being more invested in the care of future
generations as a legacy of the self
• Currently, care for the environment of future
generations is a vital societal domain for
expressing generative concern
• McAdams (2001), Lawford et al. (2005) and
others have proposed that generativity may also
be relevant to younger people
• 2 (Exemplar vs. Non-exemplar) x 2 (Youth vs.
Midlife) Factorial Design
•Youth: age 18-27, Midlife: age 28-60
•Exemplars showed sustained participation in
environmental activities beyond everyday
lifestyle choices.
•Two-way Age Group X Activism ANOVAs
•Young exemplars exceed non-exemplar youth on
generative concern (LGS), and are at an
equivalent level as their midlife exemplar
counterparts
•Exemplar youth demonstrate higher levels of
identity maturity than their non-exemplar peers,
equivalent to midlife adults
•This indicates that environmental activism may
be a catalyst for the expression of generativity
among youth as well as for identity growth
•Hypothesis 1: Main effect of exemplar status on
generativity, but no age effect since exemplar
youth will be equivalent to exemplar midlife on
generativity
•Hypothesis 2: Main effect of exemplar status on
environmental identity, but no age effect
•Hypothesis 3: An interaction on identity maturity
(McLean & Pratt, 2006) since environmental
exemplar youth will be accelerated in identity
maturation compared to non-exemplar youth, but
midlife adults will be advanced regardless
Hypotheses
Variable MeasureGenerativity Loyola Generativity Scale (LGS)
of McAdams and de St. Aubin (1992)
Environmental Identity
Standard questionnaire developed by Clayton (2003)
Identity Maturity
Objective Measure of Ego Identity Status (OMEIS) of Adams and colleagues (1989)
References
Adams, G. R., Bennion, L., & Huh, K. (1989). Objective measure of ego identity status: A reference manual. Unpublished manual, University of Guelph, Guelph, Ontario.
Clayton, S. (2003). Environmental identity: A conceptual and an operational definition. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment. (pp. 45-65). Cambridge, MA: MIT Press.
Erikson, E. (1963). Childhood and society. (2nd edition). New York: Norton.
Lawford, Heather, Pratt, Michael W., Hunsberger, B. & Pancer, S. Mark. (2005). Adolescent Generativity: A longitudinal study of two possible contexts for learning concern for future generations. Journal of Research on Adolescence, 15, 261-273.
McAdams, D. P. (2001). Generativity at midlife. In M. Lachman (Ed.), Handbook of midlife development. (pp. 395-443). New York: Wiley.
McAdams, Dan P. & de St. Aubin, Ed (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality and Social Psychology, 62, 1003-1015.
Mclean, Kate C. & Pratt, Michael, W. (2006). Life's little (and big) lessons: Identity statuses and meaning-making in the turning point narratives of emerging adults. Developmental Psychology, 42, 714-722.