Generative Behavior Checklist (GBC)

Abstract

The Generative Behavior Checklist (GBC) is a standardized self-report questionnaire designed to assess individual differences in the behavioral expression of generativity among adults. Developed by researchers at the Foley Center for the Study of Lives at Northwestern University, the GBC focuses specifically on quantifiable, observable actions and commitments performed by the respondent over the preceding two months.

Unlike measures that assess internal attitudes or concerns regarding generativity, such as the Loyola Generativity Scale (LGS), the GBC provides a concrete measure of behavioral output. This instrument is essential for researchers studying how the complex psychosocial construct of generativity manifests in tangible acts of caring for the next generation or contributing to societal welfare.

Keywords

Generative Behavior Checklist, GBC, Generativity, Behavioral assessment, Adult development, Self-report, McAdams, Foley Center, Psychological scale.

Authors

Dan P. McAdams, Ed de St. Aubin, Holly M. Hart, Shadd Maruna.

Purpose

The primary purpose of the GBC is to quantify the frequency of specific, observable behaviors that reflect a commitment to generativity. By focusing on behavioral acts rather than subjective feelings or attitudes, the GBC offers a distinct and objective dimension for assessing this core component of adult development.

The scale is used extensively in longitudinal and cross-sectional research to measure the concrete ways adults invest time and energy into activities that benefit others, such as mentoring, volunteering, teaching, creating, or leading. The two-month recall period ensures that the assessment captures recent, active engagement in generative endeavors, making it useful for tracking short-term changes in behavior.

Construct

The GBC measures Generativity, the central concern of Erik Erikson’s seventh stage of psychosocial development. Generativity is conceptualized as an adult’s desire to care for and guide the next generation, often expressed through productivity, creativity, and the maintenance of culture.

McAdams and colleagues define generativity as a complex structure encompassing internal desires, conscious concerns, beliefs, commitments, and overt behaviors that contribute to an adult’s life narrative. The GBC specifically operationalizes the behavioral component of this construct by itemizing 50 specific actions—ranging from teaching a skill or doing volunteer work to restoring a house or producing a piece of art—that demonstrate active engagement in contributing to society or supporting younger individuals.

Validity

The construction and validation of the GBC are detailed in foundational research, primarily by McAdams and de St. Aubin (1992). The scale demonstrates strong evidence of construct validity by showing meaningful correlations with other established measures of generative commitment, including narrative measures and the attitudinal Loyola Generativity Scale (LGS).

The GBC exhibits convergent validity with the LGS, though the correlation is typically moderate. This moderate correlation is crucial, as it confirms that the two instruments, while measuring the same overarching construct of generativity, capture different facets: the GBC assesses the frequency of actual behavior, while the LGS assesses the internal motivational framework (concerns and attitudes). Furthermore, the behavioral acts listed were carefully selected to represent diverse domains of generative action, ensuring comprehensive content validity.

Information concerning the construction and validation of the LGS and GBC can be found in the foundational references listed below. The original PDF containing this information can be downloaded here: [Download as PDF].

Reliability

The reliability of the GBC is assessed through standard psychometric procedures outlined in the primary validation articles. Given that the GBC is a frequency measure covering a short, specific time period (two months), traditional internal consistency measures (like Cronbach’s Alpha) are interpreted within the context of a behavioral checklist rather than a stable personality trait measure. However, the scale is designed to reliably capture the variance in generative output across individuals.

The scale’s methodology relies on clear instructions and consistent scoring criteria to maximize inter-rater and test-retest reliability for behavioral frequency reporting. The detailed scoring guide provided by the Foley Center ensures consistent application of the 0, 1, 2+ rating system across different research contexts.

Factor Analysis

Early factor analytic studies of the GBC items indicated that generative behaviors tend to group into several distinct, yet correlated, dimensions (e.g., teaching and mentoring, community engagement, and cultural production). However, the GBC is most commonly utilized as a single, unitary measure of overall generative behavioral output.

Researchers typically calculate a total score by summing the frequency ratings (0, 1, or 2) across all 50 items. This total score provides a robust, quantitative index of the respondent’s active engagement in generative acts over the defined two-month period, reflecting the breadth and intensity of their contributions to adult development and societal maintenance.

Instrument

Test Type: Self-report behavioral frequency checklist.

Format: 50 items rated on a 3-point frequency scale based on occurrence over the past two months.

Language Available: Primarily English (original version).

Population Group: Adults.

Age Group: Applicable to all adults, commonly used in studies focusing on middle and later adulthood.

Population Details: Used in personality psychology, developmental psychology, and social science research focused on life span development and psychosocial functioning.

Test Methodology: Respondents indicate whether they performed the listed behavior 0 times, 1 time, or more than once (2+) during the preceding two months.

Keywords

Checklist, Behavioral acts, Frequency measurement, Foley Center, Generativity measurement, Psychological inventory, McAdams scale, Self-report questionnaires.

Authors

Author ORCID Identifier: N/A

Affiliation Email addresses: [email protected]

Correspondence Address: School of Education and Social Policy, 2120 Campus Drive Evanston, IL 60208, USA.

Permissions & Fee and Test Year

The GBC is associated with the Foley Center for the Study of Lives at Northwestern University. Researchers seeking to use the instrument should consult the Center’s guidelines regarding usage permissions. While the scale is generally available for academic research, specific permissions for commercial use or clinical practice must be sought from the copyright holders.

Test Year: Construction and validation were published in 1992.

Reference’s

• McAdams, D.P., & de St. Aubin, E. (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality and Social Psychology, 62, 1003-1015.
• McAdams, D.P., Hart, H.M., & Maruna, S. (1998). The anatomy of generativity. In D.P. McAdams and E. de St. Aubin (Eds.), Generativity and adult development: How and why we care for the next generation (pp. 7-43). Washington, D.C.: APA Press.

Items of the Generative Behavior Checklist (GBC)

Instructions

Below is a list of specific behaviors or acts. Over the past two months, it is likely that you may have performed some of these behaviors. It is also likely that you have not performed many of them as well during this time. Please consider each behavior to determine whether or not you have performed the behavior during the past two months. If you have performed the behavior, please try to determine how many times you have performed it during the past two months. For each behavior, provide one of the following ratings:

• Write a “0” in the blank before the behavior if you have not performed the behavior during the past two months.
• Write a “1” in the blank if you have performed the behavior one time during the past two months.
• Write a “2” in the blank if you have performed the behavior more than once during the past two months.

1. ____ Taught somebody a skill.
2. ____ Served as a role model for a young person.
3. ____ Won an award or contest.
4. ____ Went to see a movie or play.
5. ____ Gave money to a ch‎arity.
6. ____ Did volunteer work for a ch‎arity.
7. ____ Listened to a person tell me his or her personal problems.
8. ____ Purchased a new car or major appliance (e.g.‚ dishwasher‚ television set).
9. ____ Taught Sunday School or provided similar religious instruction.
10. ____ Taught somebody about right and wrong‚ good and bad.
11. ____ Told somebody about my own childhood.
12. ____ Read a story to a child.
13. ____ Babysat for somebody else’s children.
14. ____ Participated in an athletic sport.
15. ____ Gave clothing or personal belongings to a not-for-profit organization (such as the “Good Will,” “Salvation Army,” etc.).
16. ____ Was elected or promoted to a leadership position.
17. ____ Made a decision that influenced many people.
18. ____ Ate dinner at a restaurant.
19. ____ Produced a piece of art or craft (such as pottery‚ quilt‚ woodwork‚ painting‚ etc).
20. ____ Produced a plan for an organization or group outside my own family.
21. ____ Visited a nonrelative in a hospital or nursing home.
22. ____ Read a novel.
23. ____ Made something for somebody and then gave it to them.
24. ____ Drew upon my past experiences to help a person adjust to a situation.
25. ____ Picked up garbage or trash off the street or some other area that is not my property.
26. ____ Gave a stranger directions on how to get somewhere.
27. ____ Attended a community or neighborhood meeting.
28. ____ Wrote a poem or story.
29. ____ Took in a pet.
30. ____ Did something that other people considered to be unique and important.
31. ____ Attended a meeting or activity at a church (not including conventional worship service such as Mass‚ Sunday morning service‚ etc.).
32. ____ Offered physical help to a friend or acquaintance (e.g.‚ helped them move‚ fix a car‚ etc.).
33. ____ Had an argument with a friend or family member.
34. ____ Contributed time or money to a political or social cause.
35. ____ Planted or tended a garden‚ tree‚ flower‚ or other plant.
36. ____ Wrote a letter to a newspaper‚ magazine‚ Congressman‚ etc. about a social issue.
37. ____ Cooked a meal for friends (nonfamily members).
38. ____ Donated blood.
39. ____ Took prescription medicine.
40. ____ Sewed or mended a garment or other object.
41. ____ Restored or rehabbed a house‚ part of a house‚ a piece of furniture‚ etc.
42. ____ Assembled or repaired a child’s toy.
43. ____ Voted for a political candidate or some other elected position.
44. ____ Invented something.
45. ____ Provided first aid or other medical attention.
46. ____ Attended a party.
47. ____ Took an afternoon nap.
48. ____ Participated in or attended a benefit or fund-raiser.
49. ____ Learned a new skill (e.g.‚ computer language‚ musical instrument‚ welding‚ etc.).
50. ____ Became a parent (had a child‚ adopted a child‚ or became a foster parent).