Motivation and emotion/Book/2025/Generativity

Scenario At 52 years old, Maria is at the peak of her career as a high school principal. She loves her job, but what gives her the deepest sense of fulfilment is mentoring young teachers, volunteering in community literacy programs, and helping her daughter start a social enterprise. Her calendar is full, but she feels more purposeful than ever. Maria's actions aren't just about work or family, they're about leaving a legacy and shaping the future.

This drive is known as generativity. A concept that helps explain why many adults invest in nurturing others and contributing to society during the midlife years.

Generativity, first introduced by Erikson (1950), refers to a psychological concern for guiding, nurturing and contributing to the welfare of future generations. In Erikson's (1950) theory of psychosocial development, it is the central developmental task of Stage 7: Generativity vs. Stagnation, which typically occurs during midlife around ages 40-65 years. During this period, individuals often desire to create or nurture things that will outlast them, whether through parenting, mentorship, creative endeavors, civic involvement, or community leadership. Generativity is not only a means of caring for others but also a pathway to achieving a sense of purpose, continuity, and integration within society (McAdams and de St. Aubin, 1992). On the other hand, failure to engage in generatively may result in stagnation, often charaterised by self-absorption, social withdrawal, and a diminished orientation toward legacy or societal contribution. With this, Erikson (1950) framed generativity as a developmental turning point, where individuals must navigate between investing in the future and retreating into personal concerns.

Generativity originates in Erikson's (1950) psychosocial theory as a crucial driver of psychological growth during adulthood. Erikson (1982) later elaborated that midlife represents a developmental shift from self-focused pursuits to outward-focused goals, where individuals tend to turn their attention toward legacy, responsibility, and contribution beyond themselves. This outward orientation highlights the importance of ensuring societal continuity and cultivating meaning through lasting contributions. Importantly, generativity is not just confined to family relations as often thought, while parenting remains a central expression, it also encompasses broader roles within community and culture (McAdams et al., 1993). By situating generativity within the midlife developmental stage, Erikson underscored its dual function as both an individual task of psychological maturity and a social imperative for sustaining communities across generations.

Building on Erikson's (1950) foundational concept, McAdams and de St. Aubin (1992) proposed an expanded framework that captures the multifaceted nature of generativity. Their model distinguished between motivational, cognitive, and behavioural dimensions, thereby offering a more comprehensive account of how generativity is expressed across adulthood. At the motivational level, generative concern refers to the felt desire to care for future generations and to contribute to the improvement of the world. This concern provides the underlying drive that sustains generative efforts over time. At the cognitive level, generative commitment involves setting personal goals, values, or life aims that explicitly prioritise generative outcomes, guiding individuals in aligning their choices with broader societal and intergenerational impact. Finally, at the behavioural level, generative action encompasses the concrete activities through which generativity is realised, such as mentoring younger individuals, volunteering in community projects, teaching, or producing creative works that endure beyond the individual. By distinguishing these interrelated components, McAdams and de St. Aubin's (1992) framework extends Erikson's original developmental stage theory into a dynamic process model, one that clarifies how generativity emerges, and is maintained and expressed in everyday life.

Generativity is distinguished by a set of defining psychological and social characteristics that guide adult development and social contribution. Central among these is a genuine care for the growth, development, and well-being of others, which motivates individuals to invest in relationships and activities that support the flourishing of younger generations (McAdams et al., 1993). Beyond this interpersonal orientation, generativity also involves a desire to leave a positive and enduring impact, a legacy that extends one's influence beyond the present and into the future. Additionally, generativity is marked by a sense of responsibility for shaping the future of one's community and society, reflecting an ethical and future-oriented concern that transcends personal interests. These characteristics collectively position generativity as both a deeply personal developmental task and a broader societal function.

Generativity is often confused with related constructs, but important distinctions exist. A popular concept where this often occurs is with altruism. Altruism refers to helping behaviours motivated by concern for others, yet it is often directed toward addressing immediate needs or short-term crisis (McAdams and de St. Aubin, 1992). In contrast, generativity emphasises enduring influence, seeking to create contributions that extend beyond the present moment and benefit future generations. Similarly, while parenting is a salient and historically emphasised expression of generativity (Erikson, 1950), it is not exhaustive of the concept. Generativity can also be realised through non-parental roles such as mentorship, teaching, artistic work, and community leadership, where individuals cultivate growth and meaning for others. Civic engagement provides another useful point of comparison, that one may participate in political or community activities without necessarily being motivated by generative concerns. A citizen might advocate for a cause out of personal interest interest or immediate social justice goals, for instance, without a broader orientation toward leaving a lasting legacy. Thus, while altruism, parenting, and civic engagement intersect with generativity, the defining feature of generativity lies in its long-term orientation toward nurturing and guiding the next generation.

While generativity is most strongly associated with midlife in Erikson's (1950) psychosocial theory, research shows that generative concerns, commitments, and actions can emerge at different points across the lifespan. These expression vary in form and intensity depending on developmental stage, life experiences, and available opportunities.

In early adulthood, generativity often begins to take root in tentative and exploratory ways. This stage is typically marked by exploratory commitments, the initial shaping of personal values, career trajectories, and intimate relationships that may later provide the foundation for more sustained generative action (McAdams et al., 1993). For some individuals, this emerging generativity is expressed through the selection of occupations with a service orientation, such as teaching, healthcare, or social work, where one's professional identity is tied to the well being of others. At the same time, early adulthood is also a period heavily focused of self-establishment, building independence, consolidating career identity, and forming long-term partnerships. As a result, generative behaviours during this stage may be occasional or experimental rather than consistently integrated into one's life.

Midlife is widely regarded as the peak period for generativity, as described in Erikson's (1950) psychosocial theory of development. During this stage, individuals often reach the height or    their expertise, social influence, and personal stability, which together provide the resources and opportunities to invest deeply in the well-being of others. Generativity in midlife most commonly manifests through parenting and the ongoing guidance of children. This contribution is not merely practical but also symbolic, as it represent lasting legacies that embody the individual's values and commitments. Midlife generativity is marked by heightened awareness of morality and legacy, the recognition that one's influence will continue beyond their active career or lifetime. This awareness fuels a strong motivation to make meaningful contributions to society, reinforcing both personal fulfillment and the continuity or cultural and social life across generations.

In later adulthood, generativity often shifts from active, hands-on roles to more reflective and advisory contributions. Kotre (1984) notes that, as older adults step back from the intensity of professional and parental responsibilities, their generative focus frequently turns toward the transmission of values, traditions, and accumulated wisdom. This stage is charaterised    by a deepened concern for symbolic legacy, the preservation of knowledge, cultural practices, and life lessons that extend beyond one's lifetime. Common expressions include storytelling, intergenerational volunteering, philanthropy, and other forms of guidance that connect younger generations to broader historical and cultural contexts. Rather than emphasising physical productivity or professional achievement, later life generativity centers on mentoring, advising, and meaning-making, allowing individuals to maintain a sense of purpose while fostering continuity across generations. In this way, generativity in later life underscores the enduring human desire to leave behind not only tangible accomplishment but also the intangible legacies of wisdom, identity, and shared memory.

Although generativity is often associated with midlife, its expression is not a strictly linear or uniform process. McAdams and de St. Aubin (1992) observed that generative concern and action can emerge at different points across the lifespan, shaped by both individual circumstances and social context. Some individuals display strong generative tendencies early in adulthood, motivated by life events such as becoming a parent, taking on caregiving roles, or recovering from personal adversity. Others may not fully develop generative motivations until later in life, often after achieving career stability or reaching key developmental milestones that free psychological and practical resources for outward focused contributions. Cultural contexts also play a significant role in shaping the timing and expression of generativity. In collectivist societies, individuals may be encouraged to assume community responsibilities earlier, fostering generativity as a shared cultural expectation (Peterson and Duncan, 2007). In contrast, in more individualist cultures, generativity often follows the pursuit of personal goals and achievements, with generative concerns emerging once individual autonomy and identity are established. This variability underscores the dynamic and context-dependent nature of generativity, highlighting its responsiveness to both life events and cultural frameworks.

Generativity shapes not only the lives of those receiving guidance and care but also has profound benefits for the individuals expressing it. Its influence spans personal psychological well-being, interpersonal relationships, as well as the broader social community.

Generativity is consistently associated with a range of psychological benefits that contribute to overall well-being and life satisfaction. Research has shown that adults who engage in generative thought and behaviour tend to experience higher levels of life satisfaction, meaning, and self-esteem (McAdams et al., 1993). These outcomes stem from the perception that one's actions have enduring significance that they contribute to something larger than the self and extend one's influence beyond the present moment. Generativity also fosters a stronger sense of purpose and personal identity, helping individuals integrate their life experiences into a coherent narrative that emphasises contribution and continuity (An and Cooney, 2006). Moreover, Erikson (1982) emphasised that generativity functions as a developmental safeguard against stagnation, apathy, and self absorption during midlife. By directing attention and energy toward nurturing others and improving society, individuals sustain a sense of relevance, productivity, and vitality even amid personal or existential challenges. Highlighting that generativity not only enriches psychological well-being but also supports resilience and adaptive functioning across adulthood, reinforcing its role as a cornerstone of healthy development.

Generativity has been shown to play a significant role in promoting emotional resilience and protecting mental health across adulthood. By fostering a future-oriented perspective, generative involvement helps individuals maintain a sense of continuity and purpose, even in the face of aging or life transitions (Kotre, 1984). This orientation toward creating a legacy and contributing to the next generation can buffer against depression, loneliness, and existential anxiety, offering psychological stability during periods of loss or uncertainty (Grossbaum & Bates, 2002). Older adults who engage in mentoring, volunteering, or other generative roles often report higher levels of emotional well-being and social connectedness compared to their less generative peers (Gruenewald et al., 2012). These relationships provide mutual benefit—mentees receive guidance and support, while mentors experience renewed meaning, belonging, and vitality. In this way, generativity functions as a protective mechanism, reinforcing emotional health by linking personal fulfillment to the welfare of others and to the continuity of life beyond oneself.

On a societal level, generativity serves as a vital force for strengthening community cohesion and fostering cultural continuity. Individuals who engage in mentoring, volunteering, and civic leadership contribute to the creation of stronger and more resilient community networks by linking people across age, social, and cultural divides (Peterson & Duncan, 2007). Through these generative actions, traditions, values, and shared histories are passed on, ensuring the preservation and evolution of cultural identity (McAdams & de St. Aubin, 1992). Moreover, generative relationships cultivate intergenerational trust and cooperation, as younger individuals benefit from guidance and support while older adults experience renewed purpose and connection (An & Cooney, 2006). This reciprocal exchange reinforces social capital, reduces isolation, and nurtures a sense of belonging that extends beyond individual benefit to the collective good. In this way, generativity operates as both a personal virtue and a social mechanism, linking individual development with the ongoing vitality and continuity of communities and cultures.

Generativity profoundly enriches interpersonal relationships by fostering empathy, perspective-taking, and a genuine concern for others’ growth and well-being. Through these qualities, individuals are better able to understand and respond to the needs of those around them, strengthening both emotional and social bonds (McAdams et al., 1993). Within family life, generativity enhances nurturing behavior and emotional availability, leading parents to offer greater support, guidance, and positive role modeling for their children (Erikson, 1950). These patterns not only promote secure attachments but also encourage the transmission of values and life skills across generations. In professional contexts, generativity manifests as mentorship, coaching, and the cultivation of team development, where leaders prioritize collective growth over personal advancement (Kotre, 1984). Such environments promote collaboration, morale, and a sense of shared purpose. Overall, generativity strengthens the relational fabric of both families and organizations, transforming individual motivation into broader patterns of care, connection, and mutual development.

Although generativity naturally emerges for the many individuals, it can also be actively encouraged through personal choices, community initiatives, and societal structures. By creating environments and opportunities that support generative behaviour, individuals of but all ages can be inspired to contribute meaningfully to others and to the future.

Generativity can be intentionally cultivated through conscious goal setting, reflective practice, and sustained engagement in meaningful activities. McAdams and de St. Aubin (1992) emphasise the importance of developing long-term, other-focused goals that orient one’s daily actions toward lasting contribution rather than immediate self-interest. Individuals can nurture generativity by seeking opportunities to invest in the growth and well-being of others. Another powerful strategy involves reflective life review, where individuals intentionally examine their past experiences to identify skills, values, and lessons worth passing on to future generations. Through this process, people can recognise their existing contributions and plan new avenues for influence, whether within their families, workplaces, or communities. By consistently setting intentional goals that balance personal fulfillment with concern for others, individuals strengthen their generative motivation over time, fostering both psychological growth and social connectedness.

Generativity often takes root within the family environment, where early modeling and socialisation play a crucial role in shaping lifelong values and behaviors. Parents and caregivers can cultivate generative tendencies by modeling altruistic and prosocial behavior, demonstrating empathy, cooperation, and concern for others in daily life (Peterson & Duncan, 2007). Encouraging intergenerational interactions, such as time spent with grandparents or community elders, also strengthens children’s understanding of continuity, shared responsibility, and respect for experience. These early experiences help children internalise the idea that their actions can contribute meaningfully to others’ well-being.

Educational settings further reinforce these foundations. Programs that incorporate service learning, community engagement, and collaborative problem-solving provide students with practical opportunities to apply knowledge in socially beneficial ways (An & Cooney, 2006). Such experiences build habits of care, responsibility, and initiative that can persist well into adulthood. By integrating these approaches across family and educational contexts, societies can foster early awareness of interdependence and long-term contribution, ensuring that generative concerns become a stable part of identity throughout one's life rather than a later life discovery.

Workplaces represent a powerful and often underutilised context for fostering generativity across adulthood. As Kotre (1984) observed, professional environments provide structured opportunities for individuals to invest in others’ growth, thereby transforming everyday work into a meaningful avenue for legacy building. Mentorship programs are a particularly effective strategy, enabling experienced employees to guide and support younger colleagues while reinforcing their own sense of purpose and continuity within the organisation. In addition, workplaces that support employee-led community initiatives extend generative action beyond the boundaries of the organisation and into the broader community. Recognising and rewarding generative contributions, whether through formal acknowledgment, professional development opportunities, or performance incentives, further encourages these behaviors to become embedded within organisational culture.

Generativity can be actively supported through community programs and policy measures that facilitate intergenerational engagement and meaningful social contribution. Community centres can play a key role through offering intergenerational programs that bring together youth and older adults in shared activities, fostering mentorship, skill-sharing, and cross-generational learning (Gruenewald et al., 2012). Governments and foundations can further encourage generativity by providing grants for volunteer-led projects, empowering individuals and organisations to implement initiatives that address local needs and leave lasting social impact. Public campaigns that emphasise the value of legacy building and social contribution can raise awareness, normalise prosocial behavior, and inspire broader participation. Collectively, these initiatives create an ecosystem that nurtures generativity as both a personal developmental goal and a social resource, enhancing societal cohesion, resilience, and intergenerational continuity.

Generativity is a central developmental task in adulthood that extends beyond Erikson's original midlife framework to encompass contributions made throughout the lifespan. Whether expressed through parenting, mentoring, community leadership, creative works, or the preservation of cultural traditions, generativity reflects a deep concern for nurturing the next generation and leaving a positive legacy. Psychological research shows that engaging in generative activities is strongly linked to enhanced life satisfaction, improved mental health, and a greater sense of purpose. These benefits extend beyond the individual, fostering stronger communities, cultural continuity, and intergenerational trust. Generativity's impacts are not uniform, they are shaped by personal characteristics, cultural norms, and life circumstances, highlighting the importance of a lifespan perspective in both understanding and supporting this process. Fostering generativity requires deliberate efforts at multiple levels, encouraging personal reflection and goal-setting, modelling prosocial behaviours in families and schools, promoting mentoring and leadership opportunities in workplaces, and implementing policies that remove barriers to community participation.

Reflective questions:

1. Erikson suggested that failing to develop generativity leads to stagnation, marked by self-absorption and withdrawal. What might cause someone in midlife to experience stagnation rather than generativity, and how could they overcome it?
2. Think about your own life or someone you know. Can you identify examples of each dimension of generativity described by McAdams and de St. Aubin (1992).
3. How might generativity look different for a young adult, a midlife adult, and an older adult in your culture?

• Developmental psychology (Wikiversity)
• Generativity (Wikipedia)

• Generativity vs Stagnation (YouTube)
• Episode 213: Generativity (Podcast)