This research analysis is based on the research findings of Eleanor Drago-Severson, Deborah Helsing, Robert Kegan, Maria Broderick, Kathryn Port and Nancy Popp on Adult Development. It was conducted in the late 20th century and was based on a group of 41 adult learners from around the world who were enrolled in three different US ABE programs a community college, a family literacy site, and a workplace site.
[...] This in turn determines how this individual responds to others and conducts himself in the various stages of development through out his life. Historical factors are those that shaped the society in the past and are passed down through individuals these include various cultural beliefs and norms that either require an individual to do or not to do some things. These factors help shape the individual in a certain way agreeable to the society; this in turn affects development of these individuals as they strive to conform to these factors. [...]
[...] (eds.) (2000), An Update on Adult Development Theory : New Ways of Thinking about the Life Course. (New Directions for Adult And Continuing Education, No. 84.) San Francisco: Jossey-Bass.ment 280- 287. Johnson-Bailey J (2001).Making a way out of no way Malabai, F L Krieger press Merriam, S (2001). The new update on adult Learning a theory San fransisco: Jossey-Bass Zimprich, D., Allemand, M., & Hornung, R. (2006). Measurement invariance of The abridged sense of coherence scale in adolescents. European Journal of Psychological Allemand, M., Amberg, I., Zimprich, D., & Fincham, F. [...]
[...] Genetic factors cannot be controlled by the individual and the definition of development is expected to take cue from that of the parents. Recent scientific studies have shown that nearly every reliably measured psychological phenotype is influenced by genetic factors. It is further discussed that environmental influences are often but not always of less importance than genetic factors and nearly decrease to a near zero after adolescence. This study shows how important the genetic factors are to the development of the individual. [...]
[...] A family that have a strong insistence of education is less likely to have an individual who does not value education this then demonstrates that the influence of the family is very central in the development of the individual and how far he goes is highly dependent on the foundational values, skills and principles which were implanted to him by the family. (Johnson –Bailey 2001) Thus as far as the family and social cultural factors are concerned they play a very big role in shaping the individual and are catalysts or inhibitors in the development of the individual, inhibitors in the case where the society devalues the social elements of the individual and a catalyst in cases where the values held by the individual are valued by the society. [...]
[...] Within the broad phases are periods of development each period characterized by a set of tasks and attempt to modify one's life structure. Each transition between eras thus requires a basic change in the character of ones life. (Merriam 2001). Research design and methodology The research was meant to evaluate discussions and findings of the various writers and researchers in the field of adult development; this involved a review of comprehensive work by these individuals an making a summary of their findings in the context of five headings. [...]
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