Working and ageing - Cedefop - Europa
Working and ageing - Cedefop - Europa
Working and ageing - Cedefop - Europa
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190<br />
<strong>Working</strong> <strong>and</strong> <strong>ageing</strong><br />
Guidance <strong>and</strong> counselling for mature learners<br />
contribution to the lives of others <strong>and</strong> desire to leave a legacy. […] Virtues,<br />
families, friends, faith, <strong>and</strong> worthy human causes become more emphasisedʼ<br />
(Abi-Hashem, 2000, p. 342).<br />
This is echoed in earlier work by Gonzales <strong>and</strong> Zimbardo (1985) where the<br />
future concerns of older research participants included their children,<br />
retirement, legacy, <strong>and</strong> other long-term factors not common in the thoughts of<br />
college students. They contrast this with the college student sample group<br />
(Zimbardo <strong>and</strong> Boyd, 1999) where the future factor was less complex <strong>and</strong> did<br />
not divide into subfactors.<br />
Future time perspective has been identified as playing a part in the way<br />
that people relate to many changes as they age, but only limited attention has<br />
been paid to the part it plays in peopleʼs attitudes to <strong>and</strong> decisions about work,<br />
learning <strong>and</strong> employment (Bal et al., 2010). Future time perspective is a<br />
subjective view of time, reflecting highly individualised beliefs about how much<br />
time people have available to them in the future. Lewin (1939) argues that an<br />
individualʼs life-space is constituted of geographical, social <strong>and</strong> time elements,<br />
asserting that ʻtime perspective is one of the most fundamental facts of<br />
developmentʼ (Lewin, 1939, p. 879). His proposition that ʻtime ahead which<br />
influences present behavior […] is […] to be regarded as a part of the present<br />
life-spaceʼ (p. 879) holds true throughout life, <strong>and</strong> needs to be addressed in<br />
career support in later years of life as it already is in career education provision<br />
in the early years of schooling.<br />
Between early childhood <strong>and</strong> adolescence, future time perspective<br />
increases from days or months into years (Lewin, 1939). After the adolescent<br />
period, it is negatively correlated with chronological age: anticipation of future<br />
time available reduces with increasing years, though individual differences in<br />
future time perspective may be considerable.<br />
Cate <strong>and</strong> John (2007) bring another question to future time perspective:<br />
whether it is the unidimensional bipolar construct assumed in most research<br />
to date. Future time perspective has so far been conceptualised as a single<br />
construct, representing a bipolar continuum from expansive (feeling there is<br />
plenty of time to do what one wants to do) to limited (feeling time is running<br />
out; Fung et al., 2001; Lang <strong>and</strong> Carstensen, 2002) (Cate <strong>and</strong> John, 2007).<br />
Cate <strong>and</strong> John (2007) identify two main aspects of change with maturity,<br />
which occur at different paces: an opportunity dimension which may show<br />
reduction from early adulthood into middle age, but then stabilise; <strong>and</strong> a<br />
limitation dimension which may only occur from middle age, but will increase<br />
with subsequent years. It could be argued that a perception of reduced<br />
opportunities in earlier adulthood (those aged in their 30s <strong>and</strong> 40s) may reflect