Productive behavior through the life course: An essay on the quality of life

1984 ◽  
Vol 23 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Robert L. Kahn
2016 ◽  
Vol 13 (11) ◽  
pp. 1642-1650 ◽  
Author(s):  
Kathryn E. Flynn ◽  
Li Lin ◽  
Deborah Watkins Bruner ◽  
Jill M. Cyranowski ◽  
Elizabeth A. Hahn ◽  
...  

Author(s):  
Baowen Xue ◽  
Penny Tinkler ◽  
Anne McMunn

Abstract Objectives To investigate whether the timing and nature of women’s transitions out of full-time (FT) education are related to later-life subjective well-being and the life-course experiences that might explain any associations seen. Methods Data are from women in Wave 3 of the English Longitudinal Study of Ageing who have participated in the life history interview and were aged 50+ at the interview (n = 3,889). Using multichannel sequence analysis, we identified 6 types of transition out of FT education (ages 14–26). Regression models were used to examine associations between transition types and life satisfaction, quality of life, and depressive symptoms at age 50+. Results Women who made early transitions to married parenthood and FT domestic labor had lower levels of well-being on all 3 later-life well-being outcomes (p < .01), compared to women who made later transitions to family life and remained employed. Women who remained single up to age 26 also had lower life satisfaction (p < .05) and quality of life (p < .01) in later life than their counterparts who married and had children. These associations were explained by the life-course socioeconomic and relationship pathways. Advantaged childhood socioeconomic circumstances and higher educational qualifications set “Later Marriage and Later employment” women apart onto advantaged trajectories and a better quality of life later (p < .01). Discussion The timing and nature of exits from FT education played a pivotal role in setting people onto life-course trajectories that influence well-being in later life for this older generation of women.


2019 ◽  
Vol 1 (1) ◽  
pp. 69-92 ◽  
Author(s):  
Dieter Wolke ◽  
Samantha Johnson ◽  
Marina Mendonça

Around 15 million children are born preterm (<37 weeks of gestation) every year. Of these, 15% or 2.25 million are born very preterm (VP; <32 weeks of gestation). Here, the developmental outcomes of VP babies in diverse domains from motor, cognitive, and social function to mental health and well-being throughout childhood and adolescence are reviewed. Their life course adaptation in terms of romantic relationships, employment, and quality of life into adulthood is also considered. Some adverse effects reduce as individuals age, and others remain remarkably stable from childhood into adulthood. We argue that to advance understanding of developmental mechanisms and direct resources for intervention more effectively, social factors need to be assessed more comprehensively, and genetically sensitive designs should be considered with neuroimaging integrated to test alternative developmental models. As current evidence is based almost exclusively on studies from high-income countries, research from low- and middle-income countries is urgently needed.


Sign in / Sign up

Export Citation Format

Share Document