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Why and When Do Learning Goal Orientation and Attitude Decrease with Aging? The Role of Perceived Remaining Time and Work Centrality
Author(s) -
Kooij Dorien T.A.M.,
Zacher Hannes
Publication year - 2016
Publication title -
journal of social issues
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.618
H-Index - 122
eISSN - 1540-4560
pISSN - 0022-4537
DOI - 10.1111/josi.12160
Subject(s) - socioemotional selectivity theory , centrality , psychology , perception , goal orientation , successful aging , social psychology , association (psychology) , orientation (vector space) , work (physics) , developmental psychology , gerontology , mechanical engineering , geometry , mathematics , combinatorics , engineering , medicine , neuroscience , psychotherapist
We conducted two studies to improve our understanding of why and when older workers are focused on learning. Based on socioemotional selectivity theory, which proposes that goal focus changes with age and the perception of time, we hypothesized and found that older workers perceive their remaining time at work as more limited than younger workers which, in turn, is associated with lower learning goal orientation and a less positive attitude toward learning and development. Furthermore, we hypothesized and found that high work centrality buffers the negative association between age and perceived remaining time, and thus the indirect negative effects of age on learning goal orientation and attitude toward learning and development (through perceived remaining time). These findings suggest that scholars and practitioners should take workers’ perceived remaining time and work centrality into account when examining or stimulating learning activities among aging workers.