Emerging adults’ cultural values, prosocial behaviors, and mental health in 14 countries during the COVID-19 pandemic

Padilla‐Walker, Laura M.; Graaff, Jolien Van der; Workman, Katey; Carlo, Gustavo; Branje, Susan; Carrizales, Alexia; Gerbino, María; Gülseven, Zehra; Hawk, Skyler T.; Kanacri, Bernadette Paula Luengo; Mesurado, Belén; García, Paula Samper; Shen, Yuh-Ling; Taylor, Laura K.; Trach, Jessica; Zalk, Maarten van; Žukauskienė, Rita

doi:10.1177/01650254221084098

Cited by 13 publications

(11 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A dynamic approach to understanding COVID-19’s relation to SDGs and youth can also be considered as a call to action. The findings reported here are part of a global effort to document how young adults were responding in cooperative and prosocial ways (Padilla-Walker et al,in press; de Moor et al, 2022), consistent with the DPM. In Ireland, over 907 participants responded, ranging in age from 18 to 30 years ( M = 21.7, SD = 2.2), to an online survey in spring 2020.…”

Section: Integrative Research Young People’s Meaning-making and Covid-19supporting

confidence: 62%

Developing in a Dynamic World

Vélez

Taylor

Power

2022

International Perspectives in Psychology

Self Cite

View full text Add to dashboard Cite

Abstract. In 2020, the COVID-19 pandemic and other social dynamics created a myriad of challenges and changes for individuals, groups, and societies. The impacts on youth are particularly noteworthy given developmental processes of adolescence and emerging adulthood. As psychologists, we have much to offer in studying how 2020 influenced their development and in shaping effective supports. To be useful, the work must be nuanced, iterative, and attentive to their lived realities. We argue for a dynamic research framework to study these developmental processes. Through such an approach, psychological science can provide insight into diverse young people’s experiences of COVID-19 with a focus on addressing the United Nations Sustainable Development Goals (SDGs) 3, 4, and 16 on increasing a sense of well-being, making education more equitable, and developing more peaceful societies. This paper lays out three theoretical frameworks – Synthetic, Augmentative, Generative, and Experiential, Meanings, Observations, Viewpoints, and Experiences, and the Developmental Peacebuilding Model – that can be used to capture the dynamism of meaning-making and development within changing contexts. We then provide examples from our research with young people in the United States and Ireland. This paper ends with a call for psychologists across the globe to understand and address COVID-19’s impacts on youth through iterative and integrative research methods with a focus on meaning-making. In coordination with macro-level metrics, such work can help understand lived psychosocial impacts on diverse groups of young people, while highlighting opportunities to support SDGs 3, 4, and 16.

show abstract

Section: Integrative Research Young People’s Meaning-making and Covid-19supporting

confidence: 62%

Developing in a Dynamic World

Vélez

Taylor

Power

2022

International Perspectives in Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…On the other hand, Multicultural values are at the heart of prosocial behavior ( Padilla-Walker et al, 2022 ). In the context of globalization, as adolescents are growing up more aware of diverse cultural beliefs and behaviors, they increasingly develop the multicultural identities ( Arnett Jensen, 2003 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Are happier adolescents more willing to protect the environment? Empirical evidence from Programme for International Student Assessment 2018

Zhang

Shi

2023

Front. Psychol.

View full text Add to dashboard Cite

A large number of existing studies have discussed the potential factors affecting pro-environmental behaviors (PEBs) in adolescents. However, few studies have focused on the possible impact of adolescents’ subjective wellbeing (SWB) on their PEBs. Why and how adolescents’ SWB affects their PEBs remains a puzzle. To unravel this puzzle, this paper aims to establish a suitable instrumental variable (IV) to correctly estimate the contribution of adolescents’ SWB to their PEBs. Using the international data from the Organisation for Economic Co-operation and Development (OECD) ‘s Programme for International Student Assessment 2018, we construct a unique dataset of eight countries or economies, which includes 56,374 samples related to the SWB and PEBs of 15-year-old students. In this paper, the days of physical education classes in school per week are used as the IV. Through a two-stage least squares method, we find that the contribution of adolescents’ SWB to PEBs is significantly positive. We also find that the pathway by which SWB improves PEBs works through adolescents’ self-efficacy. Furthermore, the results indicate that the positive impact of SWB on PEBs is more pronounced among adolescents with better peer relationships and stronger multicultural values. Our findings highlight the influence of positive affects in cultivating adolescent’ PEBs and the importance of growing up surrounded by happiness.

show abstract

“…However, despite a growing body of evidence concerning how young people processed their COVID-19 related experiences (Ewing et al, 2022; Farris et al, 2021; Hussong et al, 2021; Velez et al, 2023) little is known about their socio-emotional development from their perspective. Furthermore, previous studies focused mostly on stress factors and negative emotions (Alt et al, 2021; Farris et al, 2021; Plenty et al, 2021), mental health (Ewing et al, 2022; Padilla-Walker et al, 2022; Rogers et al, 2021; van den Berg et al, 2021) and are mainly addressing coping with the first wave of the pandemic (Hussong et al, 2021; Plenty et al, 2021; van den Berg et al, 2021). The present qualitative study aims to contribute by adopting a strength-based approach to explore how emerging adults perceive their socio-emotional development during the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Learning From Experience: Perceptions of Socio-Emotional Development Among German Students During COVID-19

Crăciun

2024

Emerging Adulthood

View full text Add to dashboard Cite

The COVID-19 pandemic had an impact on emerging adults’ life and development. The present study explores the socio-emotional development during the corona pandemic from the perspective of German students themselves. Episodic semi-structured interviews were conducted with 30 students and analysed with thematic coding. The main developmental challenges included missed opportunities and experiencing uncertainty, while family support and an optimistic attitude facilitated socioemotional growth. Social developmental gains included increased social support from family and friends and the formation of a generational social identity. Regarding emotional development, self-reflection and self-confidence were enhanced. Findings can be integrated in the Positive Youth Development Theory, as the socio-emotional gains match the 5 C’s (competence, confidence, connection, caring, character). Results have relevant practical implications concerning how to foster positive youth development during uncertain times.

show abstract

Emerging adults’ cultural values, prosocial behaviors, and mental health in 14 countries during the COVID-19 pandemic

Cited by 13 publications

References 50 publications

Developing in a Dynamic World

Developing in a Dynamic World

Are happier adolescents more willing to protect the environment? Empirical evidence from Programme for International Student Assessment 2018

Learning From Experience: Perceptions of Socio-Emotional Development Among German Students During COVID-19

Contact Info

Product

Resources

About