Life Span Theory in Developmental Psychology

By P. Baltes, Ulman E. R. Lindenberger, U. Staudinger. 2007

1,239 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/02e1d9d4cf5ac17c2fc0c409f4502a0763f196d1

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Emphasizing Intraindividual Variability in the Study of Development Over the Life Span (2010, background): “, Goulet & Baltes, 1970), which, in large measure, is oriented toward long-term processes that span decades (e.g., Baltes, 1987; Baltes et al., 1997).”
The Role of Psychological Safety in Human Development (2016, neutral): “Throughout development, individuals are faced with the need to grow, maintain resilience, and regulate loss (Baltes, Lindenberger, & Staudinger, 1998).”
Views on Aging: Domain-Specific Approaches and Implications for Developmental Regulation (2015, background): “This is captured by the principle of ontogenetic and historical contextualism (Baltes et al., 2006; Burke, Joseph, Pasick, & Barker, 2009).”
A Motivational Theory of Life-Span Development (2010, background): “Major approaches to life-span development converge in asserting that the regulatory challenges encountered throughout the life course require that the individual masters two fundamental regulatory challenges: selectivity of resource investment and compensation of failure and loss (Bäckman & Dixon, 1”
Patterns of mean-level change in personality traits across the life course: a meta-analysis of longitudinal studies. (2006, background): “Furthermore, according to the life span model, the effects of psychological, social, and cultural factors diminish as people grow older often as a result of selection, optimization, and compensation processes (Baltes et al., 1998).”
Using positive youth development to predict contribution and risk behaviors in early adolescence: Findings from the first two waves of the 4-H Study of Positive Youth Development (2007, background): “One instantiation of the focus on plasticity within such theories was an interest in assessing the potential for positive change at diverse points across ontogeny, ones spanning from infancy through the 10th and 11th decades of life (Baltes et al., 2006).”
Developmental Tasks as a Framework to Study Personality Development in Adulthood and Old Age (2014, background): “In line with the lifespan perspective (Baltes et al., 2006; Lerner, 1984) and dynamic interactionism (Fraley & Roberts, 2005; Sameroff, 1983), we assume that these personality changes arise from the continuous process of the individual’s transactions with the environment.”
Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, background): “Adaptive self-regulation can promote adolescents’ management of adversities and increase the capacity for selecting goals, for recruiting the means of attaining them, and for making flexible adjustments when goals are blocked, all of which would contribute to enhanced subjective well-being (Baltes e”