Journal ArticleDOI
The Seasons of a Man’s Life
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This article is published in American Journal of Occupational Therapy.The article was published on 1981-09-01. It has received 1253 citations till now.read more
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A Theory of Development From the Late Teens Through the Twenties
TL;DR: In this paper, emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25, and evidence is provided to support the idea that emerging adults are a distinct period demographically, subjectively, and in terms of identity explorations.
Journal ArticleDOI
Explaining Development and Change in Organizations
TL;DR: In this article, the authors introduce four basic theories that may serve as building blocks for explaining processes of change in organizations: life cycle, teleology, dialectics, and evolution, which represent different sequences of change events that are driven by different conceptual motors and operate at different organizational levels.
Journal ArticleDOI
The rank-order consistency of personality traits from childhood to old age: a quantitative review of longitudinal studies.
TL;DR: Meta-analytic techniques used to test whether trait consistency maximizes and stabilizes at a specific period in the life course showed that the longitudinal time interval had a negative relation to trait consistency and that temperament dimensions were less consistent than adult personality traits.
Journal ArticleDOI
Patterns of mean-level change in personality traits across the life course: a meta-analysis of longitudinal studies.
TL;DR: The present study used meta-analytic techniques to determine the patterns of mean-level change in personality traits across the life course and showed that people increase in measures of social dominance, conscientiousness, and emotional stability in young adulthood and decrease in both of these domains in old age.
Journal ArticleDOI
Time and Transition in Work Teams: Toward a New Model of Group Development
TL;DR: In this paper, a study of the complete life-spans of eight naturally-ocurring teams was conducted and it was found that several project groups did not accomplish their work by progressing gradually through a universal series of stages, as traditional group development models would predict.
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Journal ArticleDOI
Emerging adulthood. A theory of development from the late teens through the twenties.
TL;DR: Evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations that exists only in cultures that allow young people a prolonged period of independent role exploration during the late teens and twenties.
Journal ArticleDOI
Explaining Development and Change in Organizations
TL;DR: In this article, the authors introduce four basic theories that may serve as building blocks for explaining processes of change in organizations: life cycle, teleology, dialectics, and evolution, which represent different sequences of change events that are driven by different conceptual motors and operate at different organizational levels.
Journal ArticleDOI
The rank-order consistency of personality traits from childhood to old age: a quantitative review of longitudinal studies.
TL;DR: Meta-analytic techniques used to test whether trait consistency maximizes and stabilizes at a specific period in the life course showed that the longitudinal time interval had a negative relation to trait consistency and that temperament dimensions were less consistent than adult personality traits.
Journal ArticleDOI
Time and Transition in Work Teams: Toward a New Model of Group Development
TL;DR: In this paper, a study of the complete life-spans of eight naturally-ocurring teams was conducted and it was found that several project groups did not accomplish their work by progressing gradually through a universal series of stages, as traditional group development models would predict.
Journal ArticleDOI
A Critical Theory of Adult Learning and Education
TL;DR: In this paper, the nature of three generic domains of adult learning is discussed, each with its own interpretive categories, ways of determining which knowledge claims a person can make about a knowledge claim.