The preventive and corrective proactivity model explores how internal and external resources mediate age-related stressors to counter negative outcomes of aging. Older adults’ proactivity about their future is consistently associated with higher quality of life, but research has not explored younger adults’ perceptions of their aging. We used interpretive phenomenology analysis to analyze 24 students’ essays from the beginning and end of an introductory gerontology course to understand anticipated adaptation to their 75-year-old self. The superordinate theme proactive steps to avoid negative aspects of aging comprised five subordinate themes (being productive, exercising and eating right, being financially stable, being socially connected, and the roles of older adults). Students presented unrealistically positive selves at 75 and discussed how to maintain and adapt to redefine their aging experience. Findings have implications for research on adaption, proactivity, and the future-self, and suggest that pedagogy incorporates realistic expectations of aging.

预防和纠正主动模型探索内部和外部资源如何调节与年龄相关的压力源，以对抗衰老的负面结果。老年人对未来的积极性始终与更高的生活质量相关，但研究并未探讨年轻人对衰老的看法。我们使用解释性现象学分析来分析 24 名学生从老年学入门课程开始和结束的论文，以了解对 75 岁自我的预期适应。避免衰老负面影响的上级主题主动步骤包括五个下级主题（高效、锻炼和饮食、财务稳定、社会联系和老年人的角色）。学生们在 75 岁时展示了不切实际的积极自我，并讨论了如何保持和适应以重新定义他们的衰老经历。研究结果对适应、主动性和未来自我的研究具有影响，并表明教学法包含了对老龄化的现实期望。