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108 Evrpr-:Ncp-Besgt> TusoRY the case at younger ages (Lee & Aaker, 2004). Framing a health program with an emphasis on benefits lost, as opposed to benefits gained, might therefore be more persuasive for older adults. As a consequence, elderly people might be more persistent in pursuing the program and might manage to improve their physical and cognitive functioning and, in this sense, age more successfully. The opposite should be true for younger adults. But not only the direction of goals might have practical implications but also the underlying motivation of goals. Riediger (2001) showed, for instance, that goals related to attractiveness and fitness are central for younger adults, whereas health in itself becomes the main motivation for regular physical activity in older adults. Taking this into consideration when setting up successful training concePts for younger and older adults appears to be of great importance. The second example of the possible applied consequences of this research is motivation at the workplace. With demographic changes (a combination of lower birth rates and more people becoming older in much better cognitive and physical conditions; e.g., P. B. Baltes, 1997), it is likely that retirement age will increase to keep well-educated and highly experienced people in the workforce. Here, it will become an important task of the future to take into account how goals and goal-related processes in the work domain might change over adulthood. In contrast to younger people, older adults might simply not be primarily motivated to achieve new and higher outcomes, but instead focus on maintenance and prevention of losses. Providing younger as well as older adults with work tasks that meet their underlying motivation and that are framed in ageappropriate ways (i.e., gain frames for younger adults and loss frames for older adults) may increase their work-related performance as well as their personal satisfaction with work in young but also in olci age. Moreover, encouraging accommodative coping styles and providing opportunities for primary control even and especially when resources decline will likely help older adults to derive meaning and satisfaction from their workplace. In sum, we believe that conceptualizing successful aging using a framework of person-in-context fosters our understanding of the processes underlying aging well and will ultimately also help shape environments in a more age-friendly way to support the strengths of old and very old age and to maintain positive functioning even in the face of decreasing resources. REFERENCES Allport, G. W. (1937). PersLtnality: A psychological interpretation. New York: Hogrefe. Baltes, M. M. (1996) . The mnny .faces of dependencv in old nge. New York: Cambridge University Irress. Baltes, M. M., & Carstensen,L.L. (7996). The process of successful aging. A.qeirtg nnd Societr1, 16,397-422. Baltes, M. M., & Lang, F. R. (1997). Everyday functioning and successful aging: The impact of resources. Psychology and Aging,12, 433-443. Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the clynamics between growth and decline. Dettektpmentnl Psychoktgy,23,611-626. Baltes, P. B. (7997). On the incomplete architecture of human ontogeny: Selection, optimization, and compensation as foundation of developmental theory. Atncrican Pstlchologist, 52,366-380. Baltes, P. B., & Baltes Methodological and aging on the central n Baltes, P. B., & Baltes model of selective (Eds.), Successful ag Cambridge Univers Baltes, P. B., Baltes, M tion, optimization,a Germany: Max Plar Baltes, P. B., Freund, I In M. Johnson, V. L book of age and aging Baltes, P. B., Lindenbe tal psychology. In V Theoretical models of Baltes, P. 8., Reese, H. nual Reoieut of PsYc Baltes, P. 8., & Singer cultural orchestra of the Academia Eurt Baltes, P. B., & Smith aging of the young Bargh, I. A., & Fergus mental processes. I Baumeister, R. F. (199 Bluck, S., & Alea, N. (l I remember the aut iniscence work (pp. I Boesch, E. E. (1991 Springer. Bondar, A., Krampe, l young and older adt Max Planck Institt Bradburn, N. M. (196 Brandtstiidter, J. $98 action: Considerat fiir Entzoicklungsp Brandtstadter, I. $99 R. M. Lerner (Eds. opment (5th ed., pp Brandtstiidter, l. (799 togenetic bases of (Eds.), Action and t Thousand Oaks, C Brandtstiidter, J., & G Deuelopmental Reo Brandtst2idter, J., & L search through the It
Personality Theories of Sttccessful Aging 109 )alth program with an J, might therefore be erly people might be nage to improve their ge more successfully. only the direction of erlying motivation of ated to attractiveness in itself becomes the ults. Taking this into :pts for younger and :es of this research is :s (a combination of r better cognitive and tt retirement age will rple in the workforce. lke into account how ht change over adultnply not be primarily :ad focus on mainte- I as older adults with at are framed in ageloss frames for older vell as their personal )ver/ encouraging acfor primary control Ip older adults to deusing a framework of ses underlying aging rore age-friendly way ain positive functionv York: Hogrefe. >rk: Cambridge Univer- I aging. Ageing and Soci- :cessful aging: The imnental psychologv: On ology, 23, 611-626. :ogeny: Selection, optieory. Arne r ic nn P sy chol - Baltes, P. B., & Baltes, M. M. (1980). Plasticity and variability in psychological aging: Methodological and theoretical issues. In G. E. Gurski (Ed.), Determining the effects of aging on the central neraousystem (pp. 41,-66). Berlin, Germany: Schering. Baltes, P. 8., & Baltes, M. M. (1990). Psychological perspectives on successful aging: The model of selective optimization with compensation. In P. B. Baltes & M. M. Baltes (Eds.), Successftrl aging: Perspectiues from the behaaioral sciences (pp. 1-3a). New York: Cambridge University Press. Baltes, P. B., Baltes, M. M., Freund, A. M., & Lang, F. R. (1999). The measurement of selection, optimization, and compensation (SOC) by self-report: Technical report 1999. Berlin, Germany: Max Planck Institute for Human Development. Baltes, P. B., Freund, A. M., & Li, S.-C. (2005). The psychological science of human aging. In M. Johnson, V. L. Bengtson, P. Coleman, & T. Kirkwood (Eds.), The Cambridge handbook of age and aging (pp. a7-71). New York: Cambridge University Press. Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2006). Life-span theory in developmental psychology. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human deztelopment (6th ed., pp. 569-664). New York: Wiley. Baltes, P. B., Reese, H. W., & Lipsitt, L. P. (1980). Life-span developmental psychology. Annual Reaiew of Psychology, 31, 65-110. Baltes, P. B., & Singer, T. (2001). Plasticity and the ageing mind: An exemplar of the biocultural orchestration of brain and behaviou r. European Reaiezu: Interdisciplinary lournal of the Academia Europaen, 9,59-76. Baltes, P. 8., & Smith, J. (2003). New frontiers in the future of aging: From successful aging of the young old to the dilemmas of the fourth age. Gerontology, 49,123-135. Bargh, J. A., & Ferguson, M. J. (2000). Beyond behaviorism: On the automaticity of higher mental processes. Psychological Bulletin, 126, 925-945. Baumeister, R. F. (1991). Meanings of life. New York: Guilford Press. Bluck, S., & Alea, N. (2002). Exploring the functions of autobiographical memory: Why do I remember the autumn? In f . D. Webster & B. K. Haight (Eds.), Critical adoances in rentiniscence work (pp.61-75). New York: Springer. Boesch, E. E. (1991). Symbolic action theory and cultural psychology. Berlin, Germany: Springer. Bondar, A., Krampe, R. T., & Baltes, P. B. (2003). Balance takes priority oaer cognition: Can young and older adults deliberately control resource allocation? Unpublished manuscript, Max Planck Institute for Human Development, Berlin. Bradburn, N. M. (1969). The structure of psychological well-being. Chicago: Aldine. Brandtstlidter, J. (1986). Personal control over development and development-regulating action: Considerations and results concerning a neglected research topic. Zeitschrift fiir Ent w i ck lu ngsp s y ch ol o gi e un d P ii d ago g isch e P sy c holo g ie, 18, 376 -334. Brandtstddter, f. (1998). Action perspectives on human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: VoL 1. Theoretical models of human deuelopment (5th ed., pp. 807-863). New York: Wiley. Brandtstiidter, J. Q999). The self in action and development: Cultural, biosocial, and ontogenetic bases of intentional self-development. In J. Brandtstiidter & R. M. Lerner (Eds.), Action and self-deaelopment: Theory and research through the life span (pp.37-65). Thousand Oaks, CA: Sage. Brandtstiidter, f., & Greve , W. (1994). The aging self: Stabiiizing and protective processes. Deael opm e ntal Reai eu, 14, 52-80. Brandtstddter,J., & Lerner, R. M. (Eds.).(1999). Action and self-deztelopment: Theory and research throttgh the life span. Thousand Oaks, CA: Sage.
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