Změna načasování i pořadí životních událostí v dospělosti jako je ukončení studia, vstup do manželství, založení rodiny nebo i odchod do důchodu a jejich souvislosti s psychosociálním fungováním člověka jsou oblastmi, které zkoumá teorie životní dráhy. Jde o multidisciplinární přístup integrující psychologické, sociologické, historické i demografické hledisko a další oblasti. Studie se zabývá životními událostmi v dospělosti a s nimi souvisejícími tranzicemi a trajektoriemi, jejich načasováním a celkovým uspořádáním z pohledu životní dráhy. Věnuje se dvěma nejčastějším přístupům ke studiu životních tranzic: analytickému, který sleduje jednotlivé tranzice a holistickému, který studuje komplexní vzorce životních trajektorií. Významný prostor je věnován de standardizaci, individualizaci a dalším změnám v životní dráze, které se týkají především načasování a pořadí životních tranzic, limitům v současném výzkumu a také možnostem budoucího výzkumu životní dráhy.

Changes in the timing and order of adult life events such as the end of studies, marriage, starting a family or retirement, and their relations to the individual psychoso cial functioning of a person are objects of a substantial body of research, especially in current developmental psychology and longitudinal research in other related areas. A multidisciplinary approach to the study of life course, which, in addition to psychological aspects, integrates sociological, historical, or demographic dimensions, presents an important theoretical framework for this study. A significant part of the life course approach adopted here focuses on life events and related turning points – life transitions together with more complex trajectories, their timing, order, frequency, and overall organization. Even though the life course approach has its origins in sociology, it is mainly psychological research that enables the study of psychosocial antecedents and correlates of these transitions and trajectories, such as gender, socioeconomic status, temperament, personality traits, well being or social functioning. In the life course research, there are two most common frameworks studying life events and life transitions: the analytical (microscop ic), which follows individual transitions, and the holistic (macroscopic), which studies complex patterns of life trajectories. Although the analytical framework is more frequent, the holistic is preferred especially from the theoretical point of view. Besides the analytical and holistic frameworks, the life course research also works with the objective and subjective perspectives on life course, as well as with real (already experienced) and ex pected life course, which is most common in adolescent research. An important part of the life course research is dedicated to de standardization, individualization, and other changes in the course of life, which concern in particular the timing and order of life tran sitions, especially the length of study, marriage and parenthood. These changes are frequently discussed in the current life course approach in the context of changing societal and individual requirements. Even though the modern life course approach stems from large, complex and often longitudinal studies using advanced methodological procedures, it also deals with many deficiencies that limit current research, such as the methodological design or emphasis put solely on a few aspects of life transitions or life trajectories.

Psychologický ústav AV ČR

Life transitions in adulthood from a life course perspective: a review study

Citace poskytuje Crossref.org

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