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One hundred twenty-two pairs (n = 244) of filial caregivers (daughters) and care recipients (mothers) were interviewed separately, to investigate the factors underlying positive, growth-oriented caregiving relationships. The outcome variable examined was the type of caregiving pair (positive, negative, mixed, and neutral), as determined by "blind" raters. Based on existing research, factors examined as being significant predictors of this outcome variable were perceived roles (role changes, role relations) and individual-difference characteristics (personality dimensions, fluid intellectual ability). The results of the path model tested support the importance of individual-difference factors in understanding positive mother-daughter elder caregiving relationships.

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It is important to address quality of life issues, such as education participation, with a growing aging population. The focus for the present research was on possible reactions among a broad age range of nontraditional learners. The present study found significant aging-related issues in perceived willingness to be involved in math-related learning and associated assessment contexts. Although nontraditional male and female learners differed in their characterization of personal past social role models' messages toward gender-related math ability, there was no significant differences in math test performance. This finding supports a possible decrement stereotype threat belief among relatively older learners.