Understanding the determinants of subjective or self-rated health (SRH) is of central importance because SRH is a significant correlate of actual health as well as mortality. A large body of research has examined the correlates, antecedents, or presumed determinants of SRH, usually measured at a given time or endpoint. In the present study, we investigate whether individual mastery, a prominent indicator of agency, has a positive effect on SRH over a broad span of the life course. Drawing on longitudinal data from the Youth Development Study (n = 741), we examine the impacts of mastery on SRH over a 24-year period (from ages 21–22 to 45–46). The findings of a fixed effects analysis, controlling time-varying educational attainment, unemployment, age, obesity, serious health diagnoses, and time-constant individual differences, lead us to conclude that mastery is a stable predictor of SRH from early adulthood to mid-life. This study provides evidence that psychological resources influence individuals’ subjective assessment of their health, even when objective physical health variables and socioeconomic indicators are taken into account.

<p>Considerable evidence demonstrates that perceiving oneself as an object of discrimination has negative consequences for mental health. However, little is known about whether this experience is more or less harmful in distinct phases of the life course, consistent with the life course principle of timing; or whether, in accord with the principle of lifespan development, it has long-term implications. We draw on longitudinal data addressing perceived workplace discrimination based on race/ethnicity and gender from the prospective Youth Development Study, covering early adulthood to midlife. Hierarchical linear modelling of the effects of discrimination on depressed mood indicates that both forms of discrimination have short-term (within life stages) and long-term (across stages) adverse effects on adult mental health. The impacts of perceived discrimination within stages on depressed mood appear to be greatest in the mid-30s and to weaken by midlife. Lingering effects of discrimination are more pronounced early on. These patterns are observed with controls for key time-varying negative experiences at work and personal socio-economic status, as well as invariant background characteristics (gender, race and parental socio-economic status). We consider these findings in relation to the dynamics of personal change in the context of occupational careers.</p>

What does it mean to come of age during the pandemic? Arnaldo Mont’Alvao (Iowa State University), Pamela Aronson (University of Michigan-Dearborn) and Jeylan Mortimer (University of Minnesota) on a generation forced to move back into the family home, unable to form new relationships and denied the prospect of a job or in-person education.

Expectations about the future direct effort in goal-oriented action and may influence a range of life course outcomes, including educational attainment. Here we investigate whether such expectations are implicated in the dynamics underlying the persistence of educational advantage across family generations, and whether such dynamics have changed in recent decades in view of historical change. Focusing on the role of domain-specific (educational) and general (optimism and control) expectations, we examine parallels across parent–child cohorts in (a) the relationships between parental socioeconomic status (SES) and children’s future expectations and (b) the associations between children’s future expectations and their academic achievement. We estimate structural equation models using data from the prospective multigenerational Youth Development Study (N = 422 three-generation triads [G1-G2-G3]; G1 M<age>age</age> in 1988 = 41.0 years, G2 M<age>age</age> in 1989 = 14.7 years, G3 M<age>age</age> in 2011 = 15.8 years; G2 White in 1989 = 66.4%, G3 White in 2011 = 64.4%; G1 mean annual household income, converted to 2008 equivalents = $41,687, G2 mean annual household income in 2008 dollars = $42,962; G1 mode ofeducational attainment = high school, G2 mode of educational attainment = some college). We find intergenerational similarity in the relationships between parental educational attainment and children’s future expectations. Children’s educational expectations strongly predicted their academic achievement in the second generation, but not in the third generation. With educational expansion, the more recent cohort had higher educational expectations that were less strongly related to achievement. Overall, the findings reveal dynamics underlying the persistence of educational success across generations. The role of future expectations in this intergenerational process varies across historical time, confirming a central conclusion of life span developmental psychology and life course sociological research that individual functioning is influenced by sociocultural contexts.

Highly educated parents hold high educational expectations for their children, which influence children’s motivation and achievement in school. However, it is unclear whether grandparents’ (G1) education influences parents’ (G2) expectations for children (G3) independently of, or in interaction with, parents’ own education. We address this question using data from 477 families in the US Youth Development Study, which has followed a cohort of young people from adolescence through adulthood. Using mixed models to account for shared characteristics of children in the same family, our results demonstrate both main and interaction effects. First, they indicate that grandparents influence parents’ expectations for their children directly. Grandparents’ income and the educational expectations they held for their G2 children when they were in high school predict the G2 parents’ expectations for their own children, even after controlling G2 college attendance. G1 college attendance does not directly affect G2 expectations for G3 after accounting for other relevant family characteristics. However, G1 college attendance moderates the effect of G2 college attendance on their expectations for G3. If G1 did not attend college, G2 college attendance does not significantly heighten their expectations for G3. But G2 college attendance does significantly boost their expectations for G3 if G1 also attended college. We partially replicate these findings using nationally representative data from the US National Longitudinal Survey of Youth – Child and Young Adult cohort. This study highlights the need to expand the scope of status attainment research beyond the parent–child dyad to examine the influence of prior generations.<br /><br /> Key messages <br /><ul><li>This study considers how grandparents influence parents’ educational expectations for their children.</li><br /><li>Grandparents’ expectations for parents’ education (when they were adolescents) are positively related to parents’ expectations for their own children.</li><br /><li>The effect of parents’ education on expectations for children depends on grandparents’ education.</li><br /><li>The two-generation model of status attainment should be expanded to consider three or more generations.</li></ul>

The Covid-19 pandemic is shaking fundamental assumptions about the human life course in societies around the world. In this essay, we draw on our collective expertise to illustrate how a life course perspective can make critical contributions to understanding the pandemic’s effects on individuals, families, and populations. We explore the pandemic’s implications for the organization and experience of life transitions and trajectories within and across central domains: health, personal control and planning, social relationships and family, education, work and careers, and migration and mobility. We consider both the life course implications of being infected by the Covid-19 virus or attached to someone who has; and being affected by the pandemic’s social, economic, cultural, and psychological consequences. It is our goal to offer some programmatic observations on which life course research and policies can build as the pandemic’s short- and long-term consequences unfold.

This study examines the transmission of work values from parents to children between mid-adolescence and early midlife. The authors propose that work-related values are transmitted from parents to ...

This research investigates the social reproduction of inequality by drawing on prospective longitudinal data from three generations of Youth Development Study respondents. It examines intergenerational influence on the relatively unexplored academic self-concept as well as educational plans, a critical component of the status attainment model. A structural equation model, based on 422 three-generation triads, finds evidence that the sources giving rise to the development of children’s (Generation 3) achievement orientations do not only result from parental (Generation 2 [G2]) contemporaneous influence. Prior influences implicate grandparent (Generation 1) educational attainment and income, grandparental expectations for the G2 adolescent, the G2 academic self-concept and educational plans measured more than 20 years earlier (in G2’s adolescence), and G2 educational attainment. A familial culture emphasizing academic self-confidence and high educational expectations may be an important component of “family...

Responding to the longer and more variable transition to adulthood, parents are stepping in to help their young adult children. Little is known, however, about the extent to which parental support promotes success, and whether parental support has different effects for young adult sons and daughters. Using longitudinal data from the Youth Development Study, we find that parental scaffolding assistance for educational expenses predicts college graduation for both men and women. Negative life events experienced during the transition to adulthood are associated with lower earnings by the early 30s, although there is some variation by type of event. More frequent parental support during times of need does not predict long-term economic attainment for sons or daughters.