Generative Strategies of Russian Men in Terms of Depopulation

Theoretical and methodological base of the research includes socio-demographic, thesaurus and generational approaches. Scientific and methodical base of the research is a survey held in the Volga Federal District (Republic of Tatarstan) and the North-Western Federal District (Vologda Region). This study reflects the rupture of the family thesaurus, the loss of the authoritarian value system of family relations, which leads to the leveling of responsibility, distortion of the forms of family relations, and orientation to false family values. Transmission of marital and reproductive behavior of Russian men in intergenerational aspect is analyzed on the base of the empiric survey, the role of father in comparative correlation with transmission of value heritage of fatherhood image is discovered. The scientific novelty of the study is to identify, based on the original methodology, problem areas for the implementation of various models of generative behavior of Russian men in the conditions of transformation of family and parenting institutions.

Recalled Positive Influences within Life-Story Interviews and Self-Reported Generative Concern in German Older Adults: The Moderating Role of Extraversion

Previous research has shown that recalling positive influences in one’s life story correlates with generative concern. Given findings that not everyone benefits from generative efforts uniformly, however, the present study tested if extraversion moderates this relation. In total, 147 older German adults (59 through 83 years) recalled positive influences in their lives in an interview session and provided self-report questionnaire data on their generative concern (Loyola Generativity Scale), generative behavior (Generative Behavior Checklist), and extraversion (Mini-IPIP scales). Results from a moderated mediation model indicate that recalled positive influences related to generative concern but not generative behavior. Moreover, extraversion did indeed moderate between recalled positive influences and generative concern in that the relation was significantly positive for medium and high extraversion. The findings suggest that what people learn from generative role models is generative concern rather than generative behavior. They also suggest a twofold role of extraversion for generativity: It has been found to be a predictor of generativity but also affects what people gain from others’ generative efforts.

Typology of Models of Modern Paternity (On the Example of the Vologda Region and the Republic of Tatarstan)

the article presents an analysis of the economic foundations of the variability of models of generative behavior of Russian men. A hypothesis of research is a connection between the contribution to the material support of the family and the implementation of parenting functions, supported by reasons that are objective from the point of view of the family and causing the preservation of patriarchal stereotypes when building parent-matrimonial relations. The information base of the study was a qualitative sociological study on the generative behavior of men conducted in the Vologda region and the Republic of Tatarstan in 2019. A typology of models of behavior of modern fathers are proposed, depending on their contribution to the material support of the family, five types typical for complete families are distinguished. The developed typology is a hypothesis, it will be studied during a mass survey of men with using economic and mathematical methods.

La generatividad a través de la cultura. Una revisión sistemática

Esta revisión sistemática pretende resolver la controversia que existe en la relación entre generatividad y cultura, para así clarificar el modo de estudio generativo desde una perspectiva cultural en futuras investigaciones empí-ricas. Los artículos incluidos en la revisión, publicados entre 1990 y 2019, debían ser artículos científicos revisados por pares con contenido explícito acerca de am-bos términos. En la búsqueda se utilizaron cinco bases de datos combinando repo-sitorios multidisciplinares con bases especializadas, obteniendo un total de treinta artículos elegibles para esta revisión (n = 30). El análisis de los artículos se articu-la en cuatro categorías que aportan información acerca de diferentes dimensiones de la relación entre ambos conceptos: los límites de la generatividad cultural, com-paraciones transculturales de la estructura de la generatividad, efectos e interpre-taciones culturales de la generatividad y evidencias culturales de su aplicación y utilidad potencial. En conclusión, los aspectos más psicológicos que estructuran la generatividad son comunes interculturalmente, sin embargo, los motivos, la con-cepción y la interpretación del comportamiento generativo parecen variar intensa-mente de un tipo de cultura a otra.This systematic review aims to resolve the controversy that exists in the relationship between generativity and culture, in order to clarify the approach of generative study from a cultural perspective in future empirical research. The articles included in the review, published between 1990 and 2019, should be peer-reviewed scientific articles with explicit content about both terms. In the search, five databases were used combining multidisciplinary repositories with specialized databases, obtaining a total of thirty articles eligible for this review (n = 30). The analysis of the articles is divided into four categories that provide information about different dimensions of the relationship between both concepts: the limits of cultural generativity, cross-cultural comparisons of the structure of generativity, effects and cultural interpretations of generativity, and cultural evi­dences of its application and potential usefulness. In conclusion, the most psycho­logical aspects that structure generativity are common interculturally, however, the motives, conception and interpretation of generative behavior seem to vary in­tensely from one type of culture to another.

STORIES OF TRAUMA AND RECONCILIATION OF WORLD WAR II VETERANS

The present qualitative study examined the reconciliation of trauma experienced by 55 World War II veterans (22 aeronautical crew members, 27 non-pilot combatants, and 6 veterans with dementia) demonstrated via testimonial language within a semi-structured interview. The research team considered themes of language coherence as they relate to veteran experiences of trauma and reconciliation. Trauma literature documents the importance of personal narratives in both identifying and reconciling traumatic experiences. This study examined morals and values of participants, traumatic experiences either lived or witnessed, and reconciliation of trauma as demonstrated by the coherence of participants’ linguistic and paralinguistic communication. Linguistic analysis included the use of evaluative and emotional language; linguistic devices such as crowding, topic maintenance, and humor; and lessons learned from trauma and the reconciliation process. Prosody was analyzed as a paralinguistic indicator of trauma and reconciliation using audio recordings of semi-structured interviews. The primary findings revealed that highly coherent language is present among participants with distinct content when comparing episodes from youth and reflections of experience in old age. The unique differences demonstrated overall strength of veterans’ narrative identity throughout their lives. Strength of identity and coherence of language indicated adequate reconciliation of traumatic events. Reconciliation of trauma was also evident in veterans’ participation in the study and generative behavior described in testimonial language.

Theories of Generative Change in Teacher Education

In 1950, Erik Erickson introduced the concept of generativity in psychosocial development when referring to an individual’s desire to produce new knowledge that contributes to the guidance of the next generation. Nearly fifty years later, Epstein built on the term generativity in his research when referring to the generation of new or novel behavior in problem-solving. According to Epstein, generativity theory is a formal, predictive, empirically based theory of ongoing behavior in novel environments. Because it can be used to predict generative behavior and engineer new performances, it is also predictive of creativity and offers important contributions to the study of the transformative processes needed by teachers who desire to work effectively with students in culturally and linguistically complex classrooms. The evolution of theories of generativity can be traced from their use in studies of psychosocial development, to their use in studies of education, teacher education, and the preparation of teachers who work effectively in complex, 21st century classrooms. It should be noted that the theme that runs throughout the research literature on generativity over the last seventy years is a focus on using the term generativity theory to refer to a formal, predictive theory of creative behavior in individuals. When applied to education and the development of teachers to teach in culturally and linguistically complex classrooms, it is important to note that oftentimes teachers—many of whom have never worked with diverse student populations before—must develop the ability to translate their desire to teach into a conscious concern to serve the next generation—into a generative commitment to teach all students. They must make decisions to establish goals for generative behavior and then turn those decisions into generative actions and the creation of effective pedagogical solutions that meet the needs of their diverse students. One meaning of generative behavior is to generate things and people, to be creative, productive, and fruitful, to “give birth” to creative pedagogical problem-solving both figuratively and literally. The scholarship on generativity theory emphasizes the notion that generativity, unlike simple altruism or general prosocial behavior, involves the creation of a product or legacy. The qualities emphasized in generativity theory are the qualities needed by teachers who hope to be effective in their work with diverse populations. Generative behavior involves the conservation, restoration, preservation, cultivation, nurturance, or maintenance of that which is deemed worthy of such behavior, as in nurturing children and adapting traditions that link generations and assure continuity over time—through generative concern, action, and narration. Reflection is not enough. Rather, generative action that stems directly from teachers’ commitment, enhanced belief, and stimulated by concern, inner desire and cultural demand is needed. Generative action—which includes the behaviors of creating, maintaining, and offering to others—is the ultimate result of generativity. Narrations of generativity and the use of writing as a pedagogical tool for deep thinking are two means by which the complex relations among demand, desire, concern, belief, internalization, commitment, and action can be captured and analyzed.