Suchergebnisse

Abstract. Does personality stay stable after young adulthood or is there continued change throughout middle and later adulthood? For decades, this question has caused heated debate. Over the last couple of years, a consensus has emerged based on recent cross-cultural as well as longitudinal evidence. This consensus confirms that indeed there is personality change in middle and later adulthood. Many authors have labeled this change personality maturation or growth. In somewhat simplified terms the observed pattern is as follows: neuroticism declines, conscientiousness and agreeableness increase. At the same time it has been argued that this pattern of personality change is the result of coping with the developmental tasks of adulthood and, thus, increased adjustment. We would like to examine this practice of equating developmental adjustment with growth and ask how to define personality growth. To answer this question, we consult theories of personality development as well as lifespan theory.

AbstractSelf-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has been conceptualized as a domain-specific, context-bound competence that is open to interventions. Beyond students' educational self-regulation (ESR), few studies have examined ESR across the lifespan as a basis of competence assessments. We contribute to adult ESR by discussing whether ESR competence applies to intermediate and higher self-regulation levels, as represented by workplace learning and career management. Furthermore, we discuss the interplay of epistemic beliefs and metacomprehension as core processes of ESR. Finally, we outline cornerstones of an assessment strategy for adult ESR.