How universal is emerging adulthood? An empirical example

Hendry, Leo B.; Kloep, Marion

doi:10.1080/13676260903295067

Cited by 130 publications

(108 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Accordingly, this period is characterized by prolonged education, financial dependence, postponed leaving parental home, marriage, parenthood, and career start (Arnett, 2000(Arnett, , 2014Buhl & Lanz, 2007). The description certainly does not apply to all young people of the corresponding ages (or a greater part of them, not even in Western countries, e.g., Hendry & Kloep, 2010), but it describes remarkably well a majority of young Slovenes (CEPYUS & FES, 2014;Zupančič, 2011;Zupančič & Puklek Levpušček, 2011), particularly students (68% are enrolled in tertiary education, OECD, 2014).…”

Section: Emerging Adulthoodmentioning

confidence: 99%

“…Precisely, we examined whether the Big Five personality traits (Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness), change in those traits, as well as positive and negative life events experienced by students exhibit differential effects on their subsequent emotional (EWB), psychological (PWB), and social well-being (SoWB). Given that emerging adulthood (Arnett, 2006(Arnett, , 2014 is a relatively recent phenomena in postmodern societies (and not commonly approved among social scientists; e.g., Hendry & Kloep, 2010), we deem studying the factors of different components of well-being important to better understand the newly defined (and somewhat controversial) developmental period.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Untitled

Zupančič¹,

Kavčič²

2017

SIIW

View full text Add to dashboard Cite

The study investigated the effect of personality traits (wave 1), change in personality traits over a one-year time period (from wave 1 to wave 2), and life events over the past year (wave 2 reports) on three components of female university students' (N = 280; mean age 20.2 years) subsequent (wave 2) subjective well-being, i.e. emotional (EWB), psychological (PWB), and social (SoWB). We applied the Big Five Inventory to evaluate personality, the Scale of Significant Life Events in Emerging Adulthood to assess the number of life events and student-perceived influence of these events on their lives, and the Mental Health Continuum -Short Form to measure EWB, PWB, and SoWB. Each of the Big Five traits played a significant and somewhat different role in predicting subsequent levels of the components of well-being, over and beyond background variables. Baseline levels of Extraversion, Conscientiousness, Neuroticism, and positive life events were associated with both EWB and PWB. Whereas an increase in Extraversion and a decrease in Neuroticism predicted EWB, an increase in Agreeableness, Conscientiousness, and Openness contributed to PWB. Baseline levels of Extraversion and an increase in Agreeableness were also predictive of SoWB. In support to the validity of the three-component model of well-being, the findings suggest the Big Five as a significant force in shaping different aspects of female students' well-being differentially, whereas the important but not extremely adverse or favourable life events within the past year show little influence above the effects of personality.

show abstract

Section: Emerging Adulthoodmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Untitled

Zupančič¹,

Kavčič²

2017

SIIW

View full text Add to dashboard Cite

show abstract

“…To this extent the returners resembled 'prevented adults' (see Hendry and Kloep 2010). While almost all the returners had been financially dependent to some extent on their parents at university, return home -often to their childhood bedrooms -sharpened the reality of their dependent status.…”

Section: Discussionmentioning

confidence: 99%

“…Côté and Bynner (2008), have argued that they must react to the situation they find themselves in and 'cope' with lack of suitable jobs or housing (see also Hendry and Kloep, 2010)). These structural problems are likely to constrain the agency of young adults and bear upon their capacity for achieving adult independence.…”

Section: Literaturementioning

confidence: 99%

The experience of co-residence: young adults returning to the parental home after graduation in England

Lewis

West

Roberts

et al. 2016

Families, Relationships and Societies

View full text Add to dashboard Cite

Finishing full-time higher education is one of the main reasons for returning home to live. Graduates who return to co-residence with their parents experience a delay in achieving full adult independence, which may pose problems for them and for their parents. In this article we use face-to-face interview data to explore the feelings and perceptions of 27 co-resident graduate ‘returners’ and one of their parents. We classify parent–returner dyads into groups according to whether the members of each dyad are positive, negative or ambivalent about co-residence and identify the salient issues for each group. We find that more parents are negative about co-residence than adult children and that almost half the sample is ambivalent. We also discuss the factors accounting for differences between groups of dyads and between parents and adult children.

show abstract

“…Although it appears that the ideas and definitions o f young adulthood are ambiguous and controversial, there is agreement that the transition from adolescence to adulthood is not universal and largely determined by cultural standards and life experiences, as well as socio-political and economic factors. The research also suggests that in a rapidly evolving society, traditional developmental tasks such as gaining independence from parents, acquiring personal living arrangements, orienting to a career, and developing peer and intimate relationships become increasingly compromised thereby affecting attainment of the theoretical "adult status" (Hendry & Kloep, 2010). Modem complexities surrounding the acquirement of developmental tasks results in a prolonged transition into adulthood.…”

Section: The Research Designmentioning

confidence: 99%

Voices in thread: Women's childhood experiences of a primary caregiver that remained in a relationship with an alleged or known sex offender, an arts-based inquiry.

Johnson¹

View full text Add to dashboard Cite

How universal is emerging adulthood? An empirical example

Cited by 130 publications

References 15 publications

Untitled

Untitled

The experience of co-residence: young adults returning to the parental home after graduation in England

Voices in thread: Women's childhood experiences of a primary caregiver that remained in a relationship with an alleged or known sex offender, an arts-based inquiry.

Contact Info

Product

Resources

About