Developing Questions to Measure Cognitive-Related Retirement Planning
Presenter Type
UNO Undergraduate Student
Major/Field of Study
Gerontology
Other
Gerontology
Advisor Information
Julie Blaskewicz Boron
Location
MBSC Ballroom Poster # 505 - U
Presentation Type
Poster
Start Date
24-3-2023 10:30 AM
End Date
24-3-2023 11:45 AM
Abstract
Research recommends planning for retirement in multiple areas of well-being (e.g., financial, physical, psychological, social, lifestyle, etc.) to aid in the retirement adjustment process (Liu et al., 2021; Seidl et al., 2021; Noone et al., 2022). However, there is a gap in the literature regarding planning for cognitive well-being in retirement. For example, the “use it or lose it” hypothesis posits that individuals are better able to maintain their cognitive health in retirement if they are able to sustain or increase their pre-retirement levels of cognitive activity. Thus, the purpose of this study is to extend the Process of Retirement Planning Scale (PRePS; Noone et al., 2010) by developing cognitive-related retirement planning questions across the four steps of the retirement planning process including retirement representations, goals, the decision to prepare, and actual retirement preparation. Question development will by informed by relevant models (e.g., “use it or lose it” hypothesis, life course perspective, resource-based dynamic perspective) as well as recommendations from cognitive activity and retirement literature (e.g., Lee, et al., 2019). The cognitive-related retirement planning questions will then be used in a future study to investigate whether young, middle, and older Americans are planning for their cognitive well-being in retirement and what factors (e.g., subjective age) may influence their behavior.
Scheduling
10:45 a.m.-Noon, 1-2:15 p.m., 2:30 -3:45 p.m.
Developing Questions to Measure Cognitive-Related Retirement Planning
MBSC Ballroom Poster # 505 - U
Research recommends planning for retirement in multiple areas of well-being (e.g., financial, physical, psychological, social, lifestyle, etc.) to aid in the retirement adjustment process (Liu et al., 2021; Seidl et al., 2021; Noone et al., 2022). However, there is a gap in the literature regarding planning for cognitive well-being in retirement. For example, the “use it or lose it” hypothesis posits that individuals are better able to maintain their cognitive health in retirement if they are able to sustain or increase their pre-retirement levels of cognitive activity. Thus, the purpose of this study is to extend the Process of Retirement Planning Scale (PRePS; Noone et al., 2010) by developing cognitive-related retirement planning questions across the four steps of the retirement planning process including retirement representations, goals, the decision to prepare, and actual retirement preparation. Question development will by informed by relevant models (e.g., “use it or lose it” hypothesis, life course perspective, resource-based dynamic perspective) as well as recommendations from cognitive activity and retirement literature (e.g., Lee, et al., 2019). The cognitive-related retirement planning questions will then be used in a future study to investigate whether young, middle, and older Americans are planning for their cognitive well-being in retirement and what factors (e.g., subjective age) may influence their behavior.