- Oxford Library Of Psychology
- Short Contents
- Oxford Library of Psychology
- About the Editor
- Continuing to Build a Discipline at the Borders of Thought
- The Relationship between Adult Learning and Development: Challenging Normative Assumptions
- Qualitative Methods in Adult Development and Learning: Theoretical Traditions, Current Practices, and Emerging Horizons
- Latent Growth Models: A Quantitative Method for Studying Adult Development and Learning
- Prior Learning Assessment and the Developmental Journey: From “Mapless” to Cartographer
- The Interface of Adult Learning and Intelligence
- Self-Authorship and Metacognition: Related Constructs for Understanding College Student Learning and Development
- Emotion, Regulation, and Learning across the Adult Lifespan: Implications from Developmental Functionalism
- Principles of Interpersonal Competence and Motivation: Distinguishing Reciprocity and Affect in Social Contexts of Learning
- Identity Narratives during the Adult Years: Development and Learning
- Midlife Work Role Transitions: Generativity and Learning in 21st-Century Careers
- Psychological Functioning in Adulthood: A Self-Efficacy Analysis
- Constructing the Self in the Face of Aging and Death: Complex Thought and Learning
- Mature Transformations in Adulthood Facilitated by Psychotherapy and Spiritual Practice
- The Connection between Postformal Thought, Stage Transition, Persistence, and Ambition and Major Scientific Innovations
- Wisdom and Its Development: Learning to Become Wise(r)
- Religious, Spiritual, and Moral Development and Learning in the Adult Years: Classical and Contemporary Questions, Cognitive-Developmental and Complementary Paradigms, and Prospects for Future Research
- Mindfulness, Openness to Experience, and Transformational Learning
- Effects of Children on Adult Development and Learning: Fifty Years of Theory and Research
- Sibling Relationships as Opportunities for Development and Learning in Adulthood
- Work as the Catalyst of Reciprocal Adult Development and Learning: Identity and Personality
- Culture, Learning, and Adult Development
- We Are All Learning Here: Cycles of Research and Application in Adult Development
- A Close-up on Adult Learning and Developmental Diversity: Adult Growth in Cohorts and Collaborative Groups
- Doctoral Study: At the Intersection of Age-Related Change and Higher Learning
- Holistic Development, Learning, and Performance in College and Beyond
- Author Index
- Subject Index
Abstract and Keywords
In the first edition of this handbook, we laid the foundation for a self-efficacy approach to understanding learning in adulthood. We examined self-efficacy applications to learning in adulthood from two broad-based theoretical perspectives: KAPA (knowledge and appraisal personality architecture; Cervone, 2004a) and SOC (selective optimization with compensation, Baltes, Lindenberger, & Staudinger, 2006). Both perspectives emphasize the dynamic interplay between dispositional, motivational, situational, and developmental contexts for successful functioning and adaptation in life. In this edition, we build upon earlier claims with new evidence regarding the central role of self-efficacy to adult development, aging, and well-being in memory, health, work, and everyday problem-solving contexts. Of these, the work context is new in this edition, and the sections on memory, problem solving, and health are expanded and updated. The unifying theme of our chapter is the individual’s ability to adapt flexibly to new learning opportunities that arise in adulthood and old age by relying on perceived self-efficacy as a coping resource for navigating the changing social, cognitive, and physical landscape of late adulthood.
Daniele Artistico, Department of Psychology, Baruch College.
Jane M. Berry, Department of Psychology, University of Richmond.
Justin Black, Department of Psychology, Baruch College.
Dan Cervone, Department of Psychology, University of Illinois at Chicago.
Courtney Lee, Department of Psychology, University of Richmond.
Heather Orom, Department of Community Health and Health Behavior, University at Buffalo.
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