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This is to certify that the
thesis entitled

ANTICIPATING RETIREMENT:
AN EMPIRICAL STUDY

presented by

Joann Platte Koenigsknecht

has been accepted towards fulfillment
of the requirements for

M.Aa degree in SOCiOlOCIV

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STATE UNIVERSITY
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,4

 

 

 

ANTICIPATING RETIREMENT:

AN EMPIRICAL STUDY

by

Joann Platte Koenigsknecht

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Sociology

1980

ABSTRACT

ANTICIPATING RETIREMENT:
AN EMPIRICAL STUDY

by

Joann Platte Koenigsknecht

Attitudes toward aging may be one of the major
factors in adjustment to retirement. Since retirement
generally results in significant changes in lifestyle,
attitudes can be a crucial factor during this period of
transition.

This study consists of a survey of existing
attitudes toward aging held by people in an age group
where retirement is a consideration. Three groups were
surveyed: those participating in a preretirement seminar,
those who had registered for the seminar but not yet
attended it, and those who had made no formal retirement
preparation.

Subjects in group I were expected to show a more
positive attitude toward aging after the seminar, but
this expectation did not deve10p. The three groups were
also compared with each other and few differences were
detected. Demographic data were examined to determine
whether these contributed to differences. Education was
the variable most frequently contributing to attitudes

toward aging.

 

ACKNOWLEDGMENTS

Appreciation is extended to Dr. Frederick B.
Waisanen, chairman of the thesis committee, for his help,
guidance, and encouragement in writing this thesis. His
supportive manner was most helpful.

Thanks also to Dr. William Faunce and Dr. Jane
Oyer for serving on my committee and for their suggestions.

The cooperation of Lansing Community College,
especially that of Ellen Sullivan, Program Director of
the Center for Aging Education, was essential for the
completion of this study and is gratefully acknowledged
and appreciated.

Sincere gratitude is also extended to the partici-
pants of the study who gave of their time and of them-

selves.

ii

Part

II.

III.

IV.

TABLE OF CONTENTS

DISCUSSION OF THE PROBLEMS . . . .

METHOD . . . . . . . . . .

Subjects . . . . . . . . . .
Instruments . . . . . . . . .
Procedure . . . . . . . . . .
RESULTS 0 O O O 0 O O O O 0

Comparison of Pretests and Post Tests
of Group I . . . . . . . . .
Comparison of the Three Groups . . .
Relationship of Demographic Data to
Attitude Scales . . . . . . .
Relationship of Demographic Data to
Knowledge . . . . . . . . .

DISCUSSION OF RESULTS . . . . . .

SUMMARY . . . . . . . . . .

REFERENCES 0 O O O O O O O O O O O

APPENDICES . . . . . . . . . . . .
A. Letter for Group II . . . . .
B. The Questionnaire . . . . . . .
C. Attitude Scale . . . . . . . .

iii

Page

10
12

15
15
16
18
23
27

34

36
39
40
42

48

LIST OF TABLES

Table Page
1. Demographic Data of Groups . . . . . . ll
2. Relationship of Demographic Data to

Attitude Scales . . . . . . . . . l9
3. Age and Social Distance . . . . . . . 20

4. Relationship of Demographic Data to
Knowledge about Aging . . . . . . . 25

iv

PART I

DISCUSSION OF THE PROBLEM

As peOple age, significant changes often occur in
their lives. Retirement from the working world frequently
marks the beginning of this increasing change. Most
retirees must learn to live on substantially less income
than before, amounting to a drop of more than 50 percent
from previous levels for many (Kreps, 1977). Declines in
strength and energy must be acknowledged. Social rela-
tionships change considerably as interchange with job
related acquaintances decreases and much more time is
spent with others, including the spouse. Routines which
have been habitual for many years become obsolete when
retiring and new schedules must be worked out. Often a
decision must be made about where to live. New ways of
relating to significant peOple and new patterns of
activity are necessary. Changes in vision and hearing,
as well as cosmetic changes are often confronted as peOple
grow older. Failing health and loss of a spouse are other
traumatic events which frequently occur to the aging

person.

A positive attitude toward aging and the aged
would seem to be a distinct advantage in facilitating the
adjustment to these many changes. Previous studies have
shown a relationship between preparation and study of the
challenges of retirement and a more positive attitude
toward aging. Stanford (1969) found that those who
favorably anticipate retirement are educationally prepared
in terms of retirement, social life, and attitudes toward
retirement. Miller (1973) also found strong indications
of a relationship between preretirement education and
retirement adjustment. Green et a1. (1969) found that
planning was a primary factor in facilitating adjustment.
While one cannot equate a positive attitude toward aging
and retirement adjustment, there would seem to be a
logical connection between them.

In a study similar to this current project,
Margery Mack (1958) evaluated the effectiveness of pre-
retirement education programs by having subjects fill out
a "retirement planning inventory" at the first session of
a retirement planning program and again at the final
session. However, the content of the education program
was much more oriented to attitudes than was the content
of the seminar in the present study. Mack concluded that
the program reduced fear and increased positive attitudes
toward retirement, increased constructive planning toward

retirement, and effected desirable behavior changes in

 

retirement preparation. Using a control group for com-
parison, Burgess (1960) found that participants in pre-
retirement discussion programs showed the highest gains
in retirement planning, financial planning, retirement
anticipation, and retirement living when compared to the
control group with no exposure to a program. Moderate
gains appeared in such categories as retirement attitudes,
social adjustment, and mental outlook.

After reviewing many studies of preretirement
preparation, Hunter (1968) concluded that it is much more
difficult to bring about improvement in retirement atti-
tudes and mental outlook than improvement in retirement
information, planning and preparatory behavior.

Retirement is a relatively new phenomenon and
society is still in the process of recognizing this fact
and of easing the transition from the working to the non-
working status.

In former times when the family was the unit of
production, everyone worked as long as they were able to
contribute. There was no set age for withdrawal from work
or retirement. Tasks were adjusted to fit the abilities
of the individual, and they were often able to partici-
pate in the work world to some degree until very old age,
sometimes until death claimed them. With the advent of
the industrial society, workers were released from their

jobs when they were no longer able to fulfill the

requirements of the job. No effort was made to change
the demands of the job or to transfer the worker to a job
he could manage. Social security and retirement benefits
were then implemented and retirement from the working
world at a particular age became the norm of our society.
At a specified age or time in life, one voluntarily or
involuntarily retires from the job market to a life of
"leisure." Although a great deal of energy and money is
expended in preparing oneself for vocational interests,
the importance of preparing for retirement, or life with-
out work, is only recently gaining acceptance and
importance.

Retirement is simultaneously anticipated and
abhored, and negative images of aging and the aged are
common (Palmore, 1977). Although society encourages
retirement at a particular time of life, and more or less
provides the means for a dignified withdrawal from the
work area, many anticipate retirement with apprehension.
In addition to the uncertainties of economics, many
realize that American society identifies the individual
by his occupation. A person is what he does. Although
society is able to support an increasing number of non-
productive members, the values of this same society are
directed at the economic roles, at work within the society,
and at attitudes related to youth in general. This atti-

tude accounts for the socio-psychological problem of

retirement. It is regarded as an achievement in principle,
but dreaded as a crisis when it actually occurs because it
involves giving up a role, and not an acquisition of a new
status.

For many people, preparing for retirement means
examining their finances to determine whether they are
financially able to afford it. Little thought is given
to the many other changes which occur when withdrawing
from work. For example, the job is seen only as the
vehicle for earning money. In reality, work has other
important functions:

1. It organizes the day and provides a schedule
of activity.

2. The job provides social opportunities.
3. Work gives status.

4. An opportunity to assume responsibility is
provided.

If these job functions are not taken into account, antici-
pation of days free from schedules and pressure soon
changes to a frantic search for something to do to fill
the long hours of the day. Those in demanding jobs with
many opportunities for decision making, hectic schedules,
and long work days are particularly vulnerable to the let-
down of loss of responsibility when retiring (Bradford,
1979).

In order to prevent these and other kinds of

problems associated with retirement, many employers

encourage, and often provide for their employees, seminars
which attempt to deal with these issues. Utilized for
this study was a retirement planning seminar given by
Lansing Community College. This seminar uses a broad-
based approach to retirement. The first session is an
introductory and get-acquainted meeting which discusses
the challenges of leaving the working world and notes the
topics which will be covered in future meetings of the
group. These include health-safety, housing and location,
legal affairs, attitude and role adjustments, meaningful
use of time, sources of income, and financial planning.
Advance readings are assigned for each meeting to
familiarize participants with the topic. The format of
each session consists of a discussion of the week's topic
and the readings by the moderator. An expert in the field
is then introduced. For example, when discussing legal
affairs, a lawyer is present. A consumer affairs agent
attends the discussion on financial planning. Questions
and general discussion are stressed to invite participa-
tion by all, ideas are evaluated by the group, and ques-
tions answered. Key points of the discussion are stressed
by reviewing a list of true and false statements. Next,
case studies which relate to the topic are presented and
participants are asked to discuss various methods of
solving problems. These case studies prompt good dis-

cussion and often result in unique contributions. Planning

check lists are provided to facilitate identification of
concrete steps the individual wishes to take. Additional
reading suggestions are then listed for those seeking
further information.

The emphasis in these meetings is on problem
solving, on involving the participants and having them
initiate discussion to solve problems, and on facilitating
identification of concrete steps for improvement. Spouses
are encouraged to attend. The atmosphere is informal and
very supportive in order to encourage all to be relaxed
enough to participate and contribute. Although sessions
center on practical issues, some attention is given to
attitudinal and theoretical problems, especially in the
two sessions devoted to meaningful use of time and atti-
tude and role adjustment.

In order to examine existing attitudes toward
aging and the aged, this study was devised using subjects
approaching retirement age. Subjects attending the pre-
retirement seminar (group I) were given a pretest at the
first session of the seminar and a post test at the final
session in order to measure changes in attitude which may
have occurred. Individuals who had registered for the
seminar but had not participated in it for various reasons
(group II) were sent the questionnaire by mail and asked
to complete and return it. The third group was composed

of individuals known to the author who were in the same

age group but had made no formal effort at retirement
preparation. Questions were then divided into seven dif-
ferent attitude scales and results were scored in these
attitude scales.

Comparisons were made between the pretest and
post test scores of the first group, and also between the
scores of the three groups. Variables of background such
as education, income, and number of children were also
studied in relation to each attitude scale to determine
differences. Correlation coefficients, T-tests, and chi
square tests of significance were used to determine rela-
tionships. In addition to the attitude scales, eight
items of general information were included, and these
were also scored in relation to the demographic variables.

By using the seminar to measure whether attitude
changes occur as a result of participation in it, by
comparing the groups to each other, and by examining
which variables affect attitudes, this study hopes to
add to the small supply of information relating to atti-

tudes toward aging.

PART II

METHOD

Subjects

A preretirement seminar offered by the local
Community College was utilized as a method of locating
subjects interested in preparation for retirement.
Originally intended as an experimental design with a pre-
test and post test given to the participants of several
sections of the seminar, the design of the study was
changed because of low enrollment for that term. Eleven
subjects participated in the seminar and ten usable sets
of data were received (pretest and post test). These ten
subjects are referred to as group I.

In order to assess this group of subjects regard-
ing possible atypicality, two additional groups were
selected. These additional groups also raise the number
of subjects to thirty-one so that statistical tests can
be done to give indications of significant findings.
Group II was drawn from subjects who had registered for
the preretirement seminar but had not participated in it
for various reasons. A letter (Appendix A) was mailed to
seventeen registrants along with a copy of the question-
naire, and their cooperation in completing the

9

10

questionnaire was requested. Thirteen completed forms
were received; however, two were received too late for
inclusion in the data, so eleven subjects are included in
group II.

Group III is comprised of subjects who are in the
age group where retirement is a consideration and who
have made no formal attempt at preparation for it.
Participants were drawn from acquaintances of the author.
Ten subjects are included in group III, bringing the
total of the three groups to thirty—one.

Fourteen questions relating to demographic data
were included in the questionnaire. Composition of the
groups as shown by these data is shown in Table 1. As
this table shows there were almost three times as many
females in the study as there were males (23 to 8). This
same ratio holds for married and unmarried subjects (23
to 8). Most were over 53 years of age (19 to 8), had
completed high school or more in education (28 to 3),
and were in professional or white collar jobs (20 to 7).
Subjects were not randomly selected nor are they typical

of people in that age group.

Instrument

 

The attitude questionnaire consisted of thirty-two
statements about aging. Twenty-four of these statements

were taken from "Opinions About People," a questionnaire

11

TABLE 1.--Demographic Data of Groups.

 

Demographic Data Group Group Group

 

 

 

 

I II III Total

Sex.

Male 3 2 3 8

Female 7 9 7 23
Age:

40 - 52 2 3 3 8

53 - 57 4 l 3 8

58 and Older 4 5 2 11

No information - 2 2 4
Marital Status:

Unmarried l 6 l 8

Married 9 5 9 23
Education:

Less than High School - 1 2 3

High School 6 1 2 9

Some University 2 4 4 10

University Completed 2 5 2 9
Work Status:

Professional 5 7 2 14

White Collar 3 2 1 6

Other 1 l 5 7

No Information 1 1 2 4

 

developed by the Ontario Department of Social and Family
Services, Office on Aging, Toronto, Ontario, Canada. Four
of the statements are the most frequent misconceptions
about aging as shown by Erdman Palmore's Facts on Aging

Quiz (1977). The remaining four statements are concerned

12

with the changing characteristics of modern retirees com—
pared to retirees of earlier times. Subjects were asked
to respond "True," "False," or "Don't Know" to each state-
ment. In addition to the attitude statements, fourteen
questions were included about age, sex, education, and
other demographic data. A complete questionnaire is

attached in Appendix B.

Procedure

 

The cooperation of the Center for Aging Education
of Lansing Community College was obtained through con-
sultation with its program director. A proposal for the
experiment was submitted to the dean and approved. Five
sections of the preretirement seminar were offered in
five different locations for the spring term of 1979.
However, enrollment was sufficient in only one of the
sections to proceed with the seminar.

The questionnaire forms were given to the instruc-
tor of the seminar by the director and he was asked to
have the subjects complete it at the first and at the last
session of the eight-week seminar. Application of the
test by a neutral instructor was seen to be helpful in
reducing experimenter bias. No verbal instructions were
necessary as the questionnaire is self-explanatory.

Since only ten usable sets of data were received,

the study was expanded to include two additional groups.

13

This expansion enabled a comparison of this group of
subjects regarding possible atypicality. Two more

groups were selected. For group II, questionnaires were
mailed to those who had registered for the course but had
not taken it. Group III was taken from personal acquaint-
ances of the author who were approaching retirement but
had made no formal preparation for it. These additional
groups permit statistical testing on a more reliable
basis.

When the completed forms were received, total
scores were assigned for each group, frequency tables were
computed by item, by group, and by the total of the groups.
The attitude questions were then grouped into seven dif-
ferent attitude scales: toughness toward aging, denial,
anxiety, social distance, family responsibility, public
responsibility, and stereotypes about aging (Appendix C).
The attitude of toughness toward aging was based on four
of the attitude questions. An example of a question show-
ing this attitude is: "You can't cope with things the way
you used to if you live to a ripe old age." An example of
denial, based on three questions, is the statement:
"You'll never get old if you keep up your appearance."
Anxiety is based on four questions, an example of which
is: "It is quite a shock to look in the mirror and find
that you are showing signs of aging." Social distance

was judged from five questions, such as: "Most times I

14

feel relaxed in the company of elderly people." Family
responsibility, based on two questions, is assumed from
questions such as: "No matter what the community can do,
it is up to the children to see that their aging parents
are comfortable." Public responsibility was shown by the
question: "You can't expect other people to take care of
you when you no longer can take care of yourself."
Stereotypes were based on four questions, an example of
which is: "You can't expect old people to be active."

The three groups were now compared with each other
on the basis of these attitude scales, and group I was
compared on the changes from pretest to post test.
Attitude scales were also examined on the basis of back-
ground. For example, it could be determined whether
attitudes were affected by sex, income, education, etc.
General information questions were also examined on the
basis of background and demographic information to
determine if differences were related to background. Chi
square and Pearson product-moment correlation coefficients
were computed to determine significance.

Several questions were answered uniformly by all
of the subjects. These questions were eliminated from
the statistical testing. Implications of these uniform

answers will be considered in the discussion of results.

PART III

RESULTS

Comparison of Pretests and Post Tests
of Group I

 

The original purpose of this study was to compare
the attitudes of persons participating in a preretirement
seminar before and after the seminar. It was hoped that
facing the prospect of retirement, discussing the advan-
tages and difficulties, formulating solutions to situa-
tions faced by other elderly people, and by reading
material relevant to the subject, participants would
become more comfortable with their aging and retirement,
and that this would be manifested by a more positive
attitude toward aging in the post test. This change in
attitude did not appear. By assigning a score of two for
a positive attitude, one for don't know, and zero for a
negative answer, it was determined that the total score
of the post test was slightly lower, or more negative,
than that of the pretest (313 to 333, or .06 lower).
Overall scores on the eight general information questions
were slightly higher on the post test (90 to 88, or .03

higher).

15

16

When questions were grouped into the attitude
scales, a statistically significant difference was demon-
strated in the attitude of social distance. Based on
five questions determining social distance, subjects
showed more social distance toward the aged in the post
test than was shown in the pretest (t value of 4.12,

9 degrees of freedom, 2-tail probability of .003). The
attitude of public responsibility showed a shift toward
favoring public responsibility of the aged in the post
test (t value of -l.9l, 9 degrees of freedom, 2-tail
probability of .098). The measurement of this variable

is based on only one item.

Comparison of the Three Groups

When group II and group III were compared to the
original group to determine its representativeness, the
demographic data revealed some differences in background
(see Table 1). Group II had the highest number of females
(9), more unmarried subjects (6), and more in the over-58
age group (5). Group I had less education than the other
two groups (six with high school or less) but compared
well in the work status category with five of ten in the
professional category. For purposes of this experiment,
group I seems to be comparable in background to the other

two groups.

17

A comparison of the attitude scales for the three
groups showed few differences. The results of the pre—
test for group I with those of group II and group III
were analyzed. The pretest scores were used for group I
since these are the most nearly comparable to the condi-
tions under which group II and group III took the test.
Group I was more in favor of family responsibility for I
.the aged (based on two questions) than were groups II and
III (2-tail probability of .104 between groups I and II,
and 2-tail probability of .006 between groups I and III).

When comparing group II and group III, it is
found that group II, those subjects who had registered
for the seminar but had not yet taken it, had more anxiety
about aging than did group III, those who had not taken
the seminar nor registered for it. This attitude is based
on four questions and the difference showed a t value of
3.47, and a 2-tail probability of .003.

These are the only statistically significant dif-
ferences found between the three groups in the attitude
scales. It is not surprising to find few differences
since the three groups have the same general background
and are comparable to each other in demographic data.

In comparing background data and the attitude scales,

however, many more significant findings become obvious.

18

Relationship of Demographic Data
to Attitude Scales

 

As testing continued to determine whether other
variables influenced attitudes, some interesting statis-
tics began to appear. Life experiences and background do
influence attitudes. Variables which significantly affect
attitudes include sex, age, marital status, education,
friends, residence, and location of residence during
youth. The education variable was most often involved
in significant findings. Table 2 demonstrates these
relationships. Variables which do not significantly
influence attitudes (occupation, work status, parents,
visits, children, and income) are not included in this
table.

Sex of the subject influences two attitude scales.
Females are shown to deny the effects of aging more often
(r = -.2515, p < .10). Those who deny the effects of
aging refuse to admit that changes take place with aging
that can affect vision, hearing, speed of movement, etc.
Females also show more anxiety about the aging process
(r = -.2471, p < .05). Anxiety exaggerates changes and
equates old age with severe loss of functioning capacity.
Some authorities feel that the reluctance of physicians
and other medical personnel to treat elderly patients has
as its basis the projection to themselves the equation of

old age with severe loss of functioning capacity.

19

 

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20

Contributing to this inaccurate projection is the clinical
literature which deals heavily with the aged in institu-
tions or those with severe problems. Prevailing cultural
stereotypes also contribute to this projection.

The variable of age also shows a relationship to
anxiety. The oldest group (age 58 and older) shows less
anxiety about aging than do the younger subjects (r==.3497,
p < .06). It is interesting to note that, while not
statistically significant (p < .14), subjects in the age
range of 53-57 show much less social distance to the aging
than do those who are younger and those who are older (see
Table 3). This relationship is, of course, curvilinear,

and does not lend itself to a zero order correlation.

TABLE 3.--Age and Social Distance.

 

 

Age
Social Distance
40-52 53-57 58 and Up
More
Less

 

The unmarried show more toughness toward aging
than is shown by the married subjects (r = .3701,
p < .05). Individuals who possess a tough cynical atti-
tude may tend to look down upon the older person as one
who cannot look after himself, is unprepared for his

future, and who should feel guilty for using taxpayers'

21

money and for taking up time of those delivering care, and
for not expressing gratitude.

Many relationships are noted in the variable of
education. Those who are less educated show more tough-
ness toward aging (r = .2098, p < .10). The less educated
also tend to deny the effects of aging more often
(r = .4047, p < .05), and show more social distance from
the elderly (r = .3544, p < .01). Social distance may
result from two contradictory traditions about aging. The
classical Greek view is that aging is a misfortune and has
only bad connotations. Opposed to this is the View of
middle-eastern philosophy which holds that old age is the
summit of life (Simone de Beauvior, 1972). The person who
is anxious may feel guilty about his feelings and be
ashamed about these negative feelings toward the aged.
Thus relations with older people will be artificial and
the person will put as much social distance as possible
between himself and the aged.

The higher educated subjects are more favorable
to public responsibility for the aged (p < .07). A favor-
able attitude toward public responsibility implies the
belief that responsibility for the care of older peeple
such as providing services, medical help, transportation
and housing should come from public funds, and that the
aged should not be economically or socially deprived

because of age.

 

22

Fewer stereotypes about the aged are held by the
more highly educated (p < .02). Stereotypes tend to
become self-fulfilling prophecies--proponents tend to fit
their actions to their beliefs. This applies to those
dealing with the aged as well as the aged themselves. A
person behaves in the way he thinks we expect him to
behave. Stereotypes are particularly inapplicable to the
aged, however, as they are the most heterogeneous of all
age groups. They have spent a lifetime in acquiring
particular characteristics and strategies of adjustment
in coping with unique situations, and these experiences
make them very different from each other in many ways.
People also age at different rates so that a sample of a
particular chronological age will include people of vary-
ing biological ages.

Subjects were asked about the ages of their
friends. Choices included friends mostly of their own
age, much younger, much older, or a combination of these
groups. Those subjects whose friends were their own age
showed more social distance than did other subjects
(p <.10). These same subjects, with friends their own
age, were less in favor of public responsibility for the
aged than the subjects with friends of varying ages were
(p < .002). A

Rural subjects show less anxiety about aging than

their urban counterparts do (r==-.2567, p < .02). Those

23

who grew up in a rural area also show less anxiety
(r==-.1202, p < .10). Some studies have shown that sub-
jects from urban areas held more sophisticated attitudes
toward their children, believed in the independence of
generations, and did not intend to live with their
children. Subjects from semi-rural areas, however,
believed in the obligations of children toward parents
and felt it was the child's duty to care for their par-
ents when they could no longer care for themselves
(Mack, 1958). This attitude did not hold true for this
study, and there was no significant correlation between
present place of residence or place of residence during
youth and family versus public responsibility. Family
responsibility implies the belief that the primary
responsibility for care of the aged rests with the family,
whatever the cost to family harmony, whatever their
income, housing, health, or other responsibilities.

Relationship of Demographic Data
to Knowledge

 

Eight questions concerned with general knowledge
about aging conclude the questionnaire. Background
variables again show a significant relationship to general
information. Four of the questions are the most frequent
misconceptions about aging as demonstrated by Erdman
Palmore (1977). The remaining four are facts taken from

current census and population studies in the United States.

24

Table 4 shows the variables that were related to general
knowledge about aging.

Sex was a significant variable on one question.
Ninety-six percent of females stated correctly that "A
person retiring from a professional occupation now should
find it easier to locate groups with common interests,"
while only 50% of males answered it correctly (r = .5418,
p < .009).

Age was a factor in three of the questions. The
older group (age 58 and older) answered the question:
"Most of the people of retirement age today were born in
the United States" correctly more often than did the
younger groups (r = .3920, p < .08). The less educated
subjects also answered this question correctly more often
than higher educated subjects (r = —.2107, p < .10).
Since the older generation is generally less educated
than the younger subjects, it is reasonable to expect
their answers to be compatible.

In answering the question: "The majority of old
people are seldom bored," 67% of the subjects of all age
groups thought this was false, yiz., they felt most old
people are bored. However, Harris (1975) found that only
17% of persons 65 and over say "not enough to do to keep
busy" is a somewhat serious or serious problem. Another
survey by Dean (1962) found that two-thirds of the aged

said they were never or hardly ever bored. The Duke

25

 

 

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26

Adaptation Study also found that 87% of those 65 and over
said they were never bored in the past week. Boredom of
the aged is still a popular misconception, however.

Looking at the boredom question from the educa-
tional background variable reveals that the less educated
think the aged are bored, while more highly educated sub—
jects answered the question correctly more often
(r = .4275, p < .003).

Age was an influence in answering the question
regarding poverty correctly. "The majority of older
people have incomes below the poverty level (as defined
by the Federal Government)" was regarded as false by
persons 58 and older (r = .5433, p < .007). This state-
ment is false as the majority have incomes well above the
poverty level. In 1975 there were 15.3% of the aged
below official poverty level. Even if the near poor are
included, the total in or near poverty is 25.4% (Brotman,
1976).

Education, age, and sex are the three variables
which have some influence on the way subjects answered
the general information questions. Some possible impli-

cations of these results will now be examined.

PART IV

DISCUSSION OF RESULTS

Negative attitudes are often the result of
ignorance and exposure to false information. This study
was designed to determine whether participation in a
multi-faceted seminar on preretirement education would
cause a shift from negative attitudes toward more positive
attitudes. Other factors must also be considered. The
content of the course, the quality of instruction, the
competence of the instructor, and the sensitivity of the
participants must be a consideration. The reliability of
the instrument is another factor to be judged. The
the instrument was designed to measure attitudes but
it must be kept in mind that all instruments have some
limitations, and that measuring attitudes and changing
attitudes are among the most difficult challenges one
can undertake.

Yet it is a worthwhile endeavor. Many poeple
have attested to the rude awakening they received when
they went into retirement unprepared. They experience a
tremendous sense of loss, of futility, and uselessness.
These feelings can lead to health problems, to marital

27

28

problems, and to psychological disturbances. Leland
Bradford, writing in the Harvard Business Review (1979)
describes his personal feelings of frustration and loss
after his retirement. His research now provides guidance
to managers and organizations to aid employees in surviv-
ing the emotional stress of the retirement experience.

He feels that successful retirement lies in self-
understanding, a feeling of self-worth, and the will and
ability to survive emotionally. Unfortunately, few pre-
retirement programs deal with emotional and psychological
problems. While they may cover practical issues well,
these other problems are left untouched.

The preretirement seminar used in this study is a
useful program in preparing people for the practical
aspects of retirement. However, since it does not spe—
cifically address the emotional and psychological issues
of retirement, it is not the ideal agent to effect atti-
tude change. While it was hoped that more positive atti-
tudes toward aging would result because of exposure to
the seminar and the added competency in practical matters,
this change did not occur. Slightly more negative atti—
tudes were seen in the post test than in the pretest.
Subjects showed a statistically significant negative
change in the attitude of social distance, scoring more
socially distant from the aged in the post test. This

reinforcement of negative attitudes may be caused by

29

becoming more aware of certain unfavorable conditions
among some of the elderly through the theoretical or
practical aspects of the seminar tOpics.

Measuring attitudes is a difficult challenge.

The original questionnaire on Opinions About People did
not request an answer of true, false, or don't know.
Instead, answers were to be given on a scale of 1 to 9
with the numbers 1 to 4 signifying agree, 6 to 9 disagree,
and 5 signifying don't know. A circle around 1 indicated
the subject strongly agreed, and a circle around 4 indi-
cated mild agreement. Similarly an answer of 6 indicated
mild disagreement and the answer of 9 showed strong dis-
agreement. It was felt that this method of scoring,
while allowing for some degree of acceptance or dis-
approval, would also be very confusing to subjects who
were not accustomed to taking tests. It would be more
time consuming, in addition, than the simpler true and
false answers. However, it is often difficult to make a
dogmatic true or false decision and some accuracy of
feeling is lost. The merits of simplicity, though,
indicated the use of true and false answers.

Five questions were eliminated from testing,
three because of unanimous answers, and two because they
were ambiguous and difficult to answer. For example,
everyone disagreed with the statement: "No one who is

retired and over 70 should be allowed to drive a car."

30

Each subject agreed with the statement: "Elderly people
have a right to be taken care of in a dignified way even
if younger people must contribute taxes to make this
possible." The elimination of this question affected to
some degree the attitude scale of public responsibility.

Comparison of the demographic data of the three
groups revealed some differences but overall homogeneity.
Group II had more females, more unmarried subjects, and
more representation in the 58 and older age group. This
group also showed greater anxiety about aging on the
attitude scale. These characteristics appear compatible,
i.e., the older, unmarried female has more anxiety about
aging. Group I favored family responsibility for the
aged more than the other two groups. These differences
between groups are small and are not inconsistent with
the demographic data.

It is in the variables of demographic data com-
pared to attitude scales that significant differences
begin to appear (see Table 2). Sex, age, marital status,
education, friends, residence, and location of residence
during youth all affect attitude scales. It is interest-
ing to note that education was the variable most often
involved in significant findings.

It has been the philOSOphy of educators that
higher education can broaden the mind and enlarge the

viewpoint on general life situations. In this study the

31

more highly educated (some university or more) displayed
more positive attitudes toward aging. They were more
realistic about aging, denied its effects less, showed
less social distance toward the aged, were more in favor
of public responsibility for the aged, and held fewer
unfavorable stereotypes of elderly people. This indica-
tion of more positive attitudes toward aging among the
more highly educated is an encouraging signal to propo-
nents of higher education.

The females in this study seem to encourage the
stereotype of women, at least in the age group of 42 and
older. They are more concerned about their appearance
than are males in this age group. This is indicated by
the scores in the attitudes of denial and anxiety which
are significantly higher for females than for males.

Older subjects showed less anxiety about aging
than did the younger subjects. Perhaps this is a develop-
mental process, with acceptance occurring gradually as the
person ages.

The unmarried show more toughness toward aging;
this attitude may be consistent with the necessarily more
independent character of the unmarried. All of the un-
married in this study are female and are either widowed,
divorced, or separated.

Some demographic variables also affected general

knowledge scores (see Table 4). Age was most often

32

significantly involved with general knowledge. On two
questions the older group (58 and older) answered cor-
rectly. These questions involved their peer group and
they might be more familiar with their situation. On the
third question relating to boredom, most subjects of all
ages incorrectly think the majority of elderly people are
bored.

Education was less significant in the knowledge
data, but the less educated tended to think the aged were
bored, while the more highly educated did not. In a
reversal, the less educated answered correctly more often
the question relating to where people of retirement age
were born.

Females were more knowledgeable about professional
people finding groups with common interests when retiring.
This is the only question in the knowledge section in
which sex was a significant factor.

Although the preretirement seminar did little to
affect the attitudes of the participants toward aging,
some enlightenment as to the variables which affect atti-
tudes has been demonstrated. It would be interesting to
duplicate the survey using a seminar which addressed the
issues of emotional and psychological problems which may
occur at retirement. While no one can fault preparation
for the practical problems which must be faced, other con-

cerns need not, and should not, be overlooked. Since

33

attitudes toward aging were not specifically addressed in
this seminar, and since long-held attitudes are difficult
to change, it may have been overly optimistic to expect
measurable change. It is also possible that some attitude
changes may have been effected but that:

l. The instrument used was not refined
enough to detect the change, or

2. Attitude change is a gradual process and
the full effects of the seminar will not
be demonstrated until a later point in
time.

PART V

SUMMARY

Based on the data gathered from a comparison of
scores of the attitude test given before and after a pre-
retirement seminar, little change in attitude was detected.
The attitudinal scores on the post test were slightly more
negative than scores on the pretest. General knowledge
scores were slightly higher on the post test.

A comparison of the demographic data of the three
groups showed that they were comparable for purposes of
this survey. In regard to the attitude scales, scores
showed that group I favored family responsibility for the
aged compared to the other two groups. Group II showed
more anxiety about aging than did group III. These are
the only significant attitudinal differences between the
three groups.

Background variables were found to be signifi-
cantly involved in determining attitude scores. Education
was most often a determining factor, with sex, age,
marital status, friends, present residence, and location
of residence in youth also influential in relation to
attitude scales.

34

35

Sex, age, and education were also significantly
important in scores of general knowledge, with age being
the variable seen most often as a significant factor.

Although the original expectations of the study
were not met, some interesting facts have been brought to
light which can be useful in determining what factors

affect attitudes and knowledge about aging.

LIST OF REFERENCES

36

LIST OF REFERENCES

Beauvoir, Simon de. The Coming of Age. Translated by
Patrick O'Brien. New York: Putnam, 1972.

Bradford, Leland P. Can You Survive Your Retirement?
Harvard Business Review (November-December 1979),
103-109.

Brotman, H. Advance Data on Income in 1975 with
Revisions of Published Data for 1974. Washington,
D.C.: Bureau of the Census, October 1976.

Burgess, E. W. A Case Study of a Retirement Preparation
Program, Case Study No. 5: The Chicago Retire-
ment Planning and Preparation Program.
Washington, D.C.: U.S. Department of Health,
Education and Welfare, 1960.

Dean, L. Aging and Decline of Affect. Journal of
Gerontology 17 (1962), 440-446.

 

 

Green, M. R.; Manion, U. V.; Pyron, H. C.; and Ross, H. W.
Early Retirement: A Survey of Company Policies
and Retiree's Experiences. Eugene: University
of Oregon Graduate School of Management and
Business, 1969.

Harris, L. The Myth and Reality of Aging in America.
Washington, D.C.: National Council on the Aging,
1975.

Hunter, W. W. Preretirement Education for Hourly Rated
Workers. Washington, D.C.: U.S. Department of
Health, Education and Welfare, Office of Educa-
tion, Bureau of Research, 1968.

Kreps, Juanita M. Economics of Retirement. Behavior
and Adaptation in Later Life. Edited by Busse
and Pfeiffer. Boston: Little Brown and Co.,
Inc., 1977.

Mack, M. J. An Evaluation of a Retirement Planning Pro-
gram. Journal of Gerontology 13 (1958).

37

 

38

Miller, P. R. Preretirement Education: A Factor in
Retirement Adjustment. Dissertation Abstracts
International 34:3004A (University Microfilms

No. 73-28, 882), 1969.

Palmore, Erdman. Facts on Aging. The Gerontologist.

Vol. 17, No. 4 (1977).

Stanford, E. P. Anticipation of Retirement by Military
Personnel. Dissertation Abstracts International
29:3239A (University Microfilms No. 69-4, 283),

1969.

APPENDICES

39

APPENDIX A

LETTER FOR GROUP II

40

July 27, 1979

As a graduate student at Michigan State University, I have been
studying the process of aging, and am particularly interested in
people who are approaching retirement. I am presently collecting
data about attitudes toward aging and the aging process. Since
different people prepare for retirement in different ways, I would
like to be aware of the viewpoints of these different approaches.
With this goal in mind, I have drawn up a questionnaire asking
about attitudes toward aging. Since you have expressed an
interest in preparing for retirement through Lansing Community
College's Retirement Planning Seminar (GER 105) your response
is most important, and your cooperation in completing the enclosed
questionnaire would be most valuable to me.

The questionnaire seeks only to get your opinions. There are no
right or wrong answers--only your responses. I am interested

in learning what people think about aging. There is also a short
questionnaire about yourself. Please be sure to complete the
identification number on the first page (month of birth, date of
month of birth, and last two digits of your phone number) as this
will be the code number used for your questionnaire. No names
or addresses will be used and this information will be completely
confidential. While you are under no obligation to respond, I

will be most grateful if you will take a few minutes to complete
the enclosed questionnaire and return it to me within 10 days in
the stamped envelope, also enclosed. The data will be most useful
to me as material for my master's thesis in social gerontology at
Michigan State University. If you desire further information,
please call me at (517) 323-3637.

Gratefully ,

Joann M. Koenigsknecht
2005 Rockdale
Lansing, Michigan 48917

41

APPENDIX B

THE QUESTIONNAIRE

42

CLASS LOCATION: Grand Ledge
(circle one)

 

 

 

Haslett

Howe"

Mason

Owosso
Enter month of Enter date of Enter last two
your birth in your birth digits of your
numbers phone number

43

7.

ABOUT YOURSELF

Sex [ ] Male
I

 

] Female
Age: (years)
Marital Status: [ ] Single
[ ] Married
[ ] Widowed
[ ] Divorced
[ ] Separated

Education (please check highest level completed)

[ ] Elementary

] Some High School

] High School Completed
] Some University

] Degree Completed

Occupation (type of work you do):

 

Employment Status: (please check whichever applies to you,
one or more)

Working full-time
Working part-time

Not working
Homemaker

Student

Retired

Employee
Employer/seIf-employed

F-HI-Ir-n—IF-HI-nv—IH-n
HHHHHHHH

Both alive
Father only alive

Mother only alive
Both deceased

Parents:

HHHH
“Ba“

44

10.

ll.

12.

13.

HI.

45

How often do you see your mother or father or both? (Answer
only if at least one parent is alive and not living with you).

[ ] Once a week or more often
[ ] 1-4 times a month
[ ] Less than once a month

Number of children still living:

 

Friends: Please think of the people you make a point of seeing
regularly and that you consider your friends. Write down the
number of these friends in each of these age groups:

Under 15
15-24

25—44

45-64

65-84

85 and over

By and large, would you say that your favorite people
(excepting family) are:

] About your own age
] Much younger

] Much older

] 65 years and over

HRH"

Family income level: (please check one)

Less than $5,000 [ ] $20,000 - $24,999
$5,000 - $9,999 [ ] $25,000 - $29,999
$10,000 - $14,999 [ ] $30,000 or more
$15,000 - $19,999

”HF”
HHHH

Where do you live? (Please check one)

Small Town
Farm

Rural non-Farm
Suburban
Urban

"HRH"
HHHHH

Where did you grow up? (Please check one)

Small Town

Fa rm

Rural non—Farm
Suburban
Urban

"HRH"
HHHHH

X-n-l

True
False
Don't Know

PART I

1. You can't expect other people to take care of you when you no
longer can take care of yourself.

2. No one who is retired and over 70 should be allowed to drive a
car.

The older people get, the more they think only of themselves.
Most times I feel relaxed in the company of elderly people.
Old age is OK for those who are financially independent.

as 01 F u
o o o 0

There is no point in talking about personal matters with people
who are much older or much younger than yourself.

7. You can't cope with things the way you used to if you live to
a ripe old age.

8. Retired people are happiest in the company of people who are
their own age.

Everyone could keep young if they tried.

10. You're almost always likely to get bogged down if you let
elderly people help you with your projects.

11. No matter what the community can do, it is up to the children
to see that their aging parents are comfortable.

12. I cannot help feeling depressed at the thought of getting old.

13. You can't expect old people to be active.

14. On the whole, older people's chances in life are getting worse,
not better.

15. When you retire you realize that the best years of life are yet
to come.

16. You'll never get old if you keep up your appearance.
17. It is rather sad to be still alive after friends are gone.

18. Elderly people have a right to be taken care of in a dignified
way even if younger people must contribute their taxes to
make this possible.

19. The future is so uncertain that there is little point in thinking
or planning ahead.

20. People who spend all they make cannot expect much when they
are no longer earning a living.

46

21.

22.

23.

21).

47

All community organizations should have some older persons
on their boards.

It is quite a shock to look in the mirror and find that you are
showing signs of aging.

One shouldn't try to involve elderly people in everyday
activities; all they really want is some peace and comfort.

Everybody should care about the well-being of elderly
relatives who were close to their parents.

PART II

Most of the people of retirement age today were born in the
United States.

The average educational achievement of peOpIe retiring in the
past ten years is higher than that of retirees in earlier years.

At least one-fourth (25%) of the aged are living in long-stay
institutions (nursing homes, mental hospitals, homes for the
aged, etc.)

The majority of old people are seldom bored.

The percentage of retirees from professional occupations is
increasing today compared to the percentage of retirees in
blue collar occupations and farmers.

Over 20% of the U.S. population is now age 65 or over.

The majority of older peOpIe have incomes below the poverty
level (as defined by the Federal Government).

A person retiring from a professional occupation now should
find it easier to locate groups with common interests.

APPENDIX C

ATTITUDE SCALE

48

 

Stereo-
Types

Anxiet Socral Family Public
Y Distance Responsibility Responsibility

Effect
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