Loyola Generativity Scale (LGS)

Abstract

The Loyola Generativity Scale (LGS) is a widely utilized self-report questionnaires designed to assess individual differences in the psychological construct of Generativity among adults. Developed by researchers at the Foley Center, primarily D.P. McAdams and colleagues, the LGS measures the extent to which an individual expresses commitment, concern, and engagement in caring for and guiding the next generation. It captures the multifaceted nature of generativity, encompassing inner desires, conscious concerns, commitments, and behavioral acts that contribute positively to the broader society or future generations.

Keywords

Generativity, psychosocial development, adult development, self-report, psychological assessment, McAdams, Foley Center, Generative Behavior Checklist (GBC).

Authors

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

Purpose

The primary purpose of the Loyola Generativity Scale (LGS) is to provide a standardized, psychometrically sound measure for quantifying an adult’s level of generative commitment. This measurement tool allows researchers to assess the psychological depth of generative concerns, beliefs, and behaviors across various adult populations. The LGS is essential for studying midlife development, life narratives, and the overall contributions individuals make to the continuity of culture and society.

The LGS is often employed alongside the Generative Behavior Checklist (GBC), another measure created by the Foley Center, to provide a comprehensive assessment that covers both internal psychological commitment (LGS) and observable actions (GBC).

Construct

The LGS measures Generativity, a core stage in Erik Erikson’s theory of psychosocial development, typically associated with middle adult development (Generativity vs. Stagnation). However, the conceptualization underlying the LGS, largely defined by D.P. McAdams, views generativity as a complex, motivational construct that can be expressed in seven facets: societal demand, inner desires, conscious concerns, beliefs, commitments, behaviors, and the overall narrative structure of one’s life.

The scale items reflect these varied expressions, assessing an individual’s desire to create, mentor, teach, and leave a positive legacy that transcends their own lifespan. High scores on the LGS indicate a strong sense of responsibility toward the younger generation or the broader community, reflecting a healthy resolution of the psychosocial crisis of midlife.

Validity

Information concerning the construction and validation of the LGS is detailed in the foundational work published in 1992 by McAdams and de St. Aubin. The validity of the LGS has been established through correlations with other indices of psychological maturity and well-being, as well as with behavioral measures of generative actions (such as the GBC).

Specifically, studies have demonstrated its convergent validity by showing positive associations with traits like altruism, responsibility, and commitment, and discriminant validity by showing appropriate differentiation from constructs like narcissism or simple extraversion. The LGS has proven effective in capturing the motivational core of generativity, distinct from general personality traits.

Reliability

The Loyola Generativity Scale has demonstrated strong internal consistency reliability across various samples. The original validation studies reported high Cronbach’s alpha coefficients, indicating that the 20 items consistently measure the same underlying construct of generative concern. Test-retest reliability has also been established, confirming the stability of generative commitment over time in adult populations.

Factor Analysis

The LGS is typically treated as a unidimensional measure of generative concern and commitment, consistent with its theoretical foundation as a single, overarching psychosocial stage. Initial factor analyses supported a robust single-factor structure, emphasizing the coherence of the items in assessing the global construct of generativity. However, specific sub-factors related to different facets (e.g., teaching vs. creating vs. nurturing) have occasionally been explored in subsequent research, although the primary use remains the total composite score.

Instrument

Test Type: Self-Report Questionnaire

Format: 20 items, scored on a 4-point Likert-type scale.

Language Available: English (Original), translations are commonly used in international research.

Population Group: General Adult Population

Age Group: Typically utilized with middle-aged and older adults, though applicable to all adults (18+).

Population Details: Used across diverse demographic groups for research in personality and adult development.

Test Methodology: Respondents indicate how often each statement applies to them using a 0 to 3 rating scale.

Keywords

Psychological scale, personality measurement, life span development, psychosocial stage, mentoring, legacy, LGS scoring, McAdams generativity model.

Authors

Author ORCID Identifier: Not uniformly provided in original source documentation.

Affiliation Email addresses: [email protected] (Northwestern University, School of Education and Social Policy)

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

Permissions & Fee and Test Year

The LGS was initially developed and validated in the early 1990s. The foundational paper detailing its construction was published in 1992. Information regarding official scoring procedures is available online, and the scale is generally used freely for academic research, though specific permissions may be required depending on the context. See also: Scoring the LGS. The original instrument details (DOCX format) can be found here: Generative Behavior Checklist (GBC).

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. The original PDF can be downloaded here: http://www.skateboardingalice.com/papers/1992_McAdams.pdf.

• 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 Loyola Generativity Scale (LGS)

Instructions

For each of the following statements, please indicate how often the statement applies to you, by marking either a “0,” “1,” “2,” or “3” in the space in front.

• Mark “0” if the statement never applies to you.
• Mark “1” if the statement only occasionally or seldom applies to you.
• Mark “2” if a the statement applies to you fairly often.
• Mark “3” if the statement applies to you very often or nearly always.

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.