Mastering Developmental Transitions in Young and Middle Adulthood: The Interplay of Openness to Experience and Traditional Gender Ideology on Women's Self-Efficacy and Subjective Well-Being

Autor/inn/en	Weiss, David; Freund, Alexandra M.; Wiese, Bettina S.
Titel	Mastering Developmental Transitions in Young and Middle Adulthood: The Interplay of Openness to Experience and Traditional Gender Ideology on Women's Self-Efficacy and Subjective Well-Being
Quelle	In: Developmental Psychology, 48 (2012) 6, S.1774-1784 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0028893
Schlagwörter	Females; Self Efficacy; Longitudinal Studies; Ideology; Family Work Relationship; Sex Role; Young Adults; Coping; Adjustment (to Environment); Well Being; Student Attitudes; Gender Differences; High Schools; Graduation; Leaves of Absence; Birth; Reentry Workers; Cognitive Style; Developmental Tasks + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ideologie; Geschlechterrolle; Young adult; Junger Erwachsener; Bewältigung; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Geschlechterkonflikt; High school; Oberschule; Abschluss; Graduierung; Lehrerbeurlaubung; Geburt; Beruflicher Wiedereinstieg; Cognitive styles; Kognitiver Stil; Entwicklungsaufgabe
Abstract	The present research focuses on 2 factors that might help or hurt women to cope with the uncertainties associated with developmental transitions in modern societies (i.e., starting one's first job, graduating from high school, reentry to work after parental leave). We investigate (a) the role of openness to experience in coping with challenging transitions and (b) the (mal)adaptive consequences of adopting a traditional gender ideology. Starting with the assumption that transitional uncertainty has different consequences for women high or low in openness to experience, a first experiment (N = 61; 18-30 years) demonstrated that self-efficacy and well-being decrease after being confronted with transitional uncertainty among women low in openness. Two longitudinal studies investigated the (mal)adaptive consequences of adopting a traditional gender ideology for women high or low in openness in dealing with challenging transitions. Study 2 examined whether endorsing or rejecting traditional gender role beliefs might help female (but not male) students to maintain a sense of self-efficacy and subjective well-being during the transition of graduating from high school (N = 520, 17-22 years). Study 3 (N = 297; 20-53 years) tested the same model for women in middle adulthood during the transition from parental leave to reentry into work life. For both studies, latent growth analyses showed that endorsing traditional gender role beliefs contributed to self-efficacy and subjective well-being among women low in openness. By contrast, for women high in openness, rejecting traditional gender role beliefs had a positive effect on their relative level of self-efficacy and subjective well-being. Functions of ideologies in the context of challenging transitions are discussed. (Contains 2 tables, 3 figures and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10