Understanding emerging adulthood from a goal-setting perspective

Shulman, Shmuel; Nurmi, Jari‐Erik

doi:10.1002/cd.277

Cited by 51 publications

(52 citation statements)

References 29 publications

(35 reference statements)

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“…Early adulthood is characterised by many major transitions (Shulman & Nurmi, 2010). We focused on the first of these: leaving high school.…”

mentioning

confidence: 99%

“…At this timegenerally around 18 years of age -most young Australians have learned to drive, are legally able to marry and vote, and are making important choices regarding their future lives. Goal selection and pursuit are among the key activities that shape decision making, relationships and identity during this critical period of development (Shulman & Nurmi, 2010).…”

mentioning

confidence: 99%

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Relationships between valued action and well-being across the transition from high school to early adulthood

Williams

Ciarrochi

Heaven

2014

The Journal of Positive Psychology

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Well-being promotes positive outcomes, which may include the ability to live according to one's values, and values-congruent living may be a source of well-being. The current longitudinal study tested bi-directional relationships between subjective well-being and the extent to which values are seen as personally important, pressured by others, activated and successfully enacted. Participants were 468 young people (51.9% female) who responded to questionnaires in the final year of high school (Grade 12) and again approximately one year later. Regression analyses showed that life satisfaction predicted increasing value importance, activity and successful enactment. Valued action did not predict later well-being, when baseline levels of well-being were controlled. Positive changes in well-being over time were correlated with increased value importance, decreased pressure and greater success in enacting values. The findings build on a small body of research exploring the reciprocal interaction of well-being and valued action, and have implications for interventions.

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“…Early adulthood is characterised by many major transitions (Shulman & Nurmi, 2010). We focused on the first of these: leaving high school.…”

mentioning

confidence: 99%

mentioning

confidence: 99%

Relationships between valued action and well-being across the transition from high school to early adulthood

Williams

Ciarrochi

Heaven

2014

The Journal of Positive Psychology

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“…For today's young people, the establishment of life goals takes place in the context of important social changes that have promoted less linear development processes (Scharf and Mayseless 2010;Shulman and Nurmi 2010) and where traditional gender norms are being challenged (Belknap 2010). The information presented here could inform for the design and implementation of innovative strategies to reduce adolescent pregnancy.…”

Section: Discussionmentioning

confidence: 92%

Family Formation Expectations and Early Pregnancy in Mexican Adolescents

et al. 2014

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Factors that have a bearing on adolescent pregnancies have been widely documented worldwide. However, rarely has the adolescents' own perception on the ideal timing to transit into adulthood-related events, such as family formation, been considered. Neither has it been widely investigated if these aspirations are linked to the risk of early pregnancies. Using data from a cross-sectional study with a sample of adolescents in Mexico City and Morelos, Mexico, we explored expectations regarding the ideal timing for family formation (marriage and childbearing) and their link to sexual behavior. We surveyed 3,332 adolescents in eight middle schools and high schools. Four types of aspirations were identified: (a) early plan: desire to marry at age 21 and have children at 22; (b) middle plan: desire to marry and have children at ages 25 and 26 respectively; (c) late plan: desire for a stable partner at age 29 and children at 31; and (d) non-traditional plan: adolescents that do not want to marry and/or have children. Those adolescents that aspire to postpone family formation particularly until 29 years of age (late plan) are more likely to report condom use at first intercourse and to have fewer sexual relations during all their life. Adolescents' expectations about their life in the future affect their present sexual and reproductive decisions. Identifying their aspirations should enhance the design of more viable and successful policy strategies to prevent adolescent pregnancies.

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“…Whether young adults manage their career entry successfully or not may be important for their later career development and well-being (Pinquart et al 2003, Schulenberg et al 2004, Shulman and Nurmi 2010, Haase et al 2012.…”

Section: Introductionmentioning

confidence: 99%

Early childhood teachers’ perceived competence during transition from teacher education to work: results from a longitudinal study

Mischo

2014

Professional Development in Education

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The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means of a questionnaire. Invariant from time of measurement, confirmatory factor analysis yielded one factor with child-related competences and one factor with environment-related competences. Latent difference scores analyses yielded a significant increase in both competence factors towards the end of teacher education and a decrease in child-related competences when teachers started to work in a kindergarten after graduation. The decrease in perceived child-related competences could be predicted by the teachers' ratings of the teacher education's practice orientation. The level of teacher education (university vs. vocational school) had no effect. However, the decrease in childrelated competences also occurred regarding teachers who did not start to work in a kindergarten, indicating that there is no evidence for a severe 'practice shock' after graduation. Results are discussed regarding professional development of early childhood teachers.

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Understanding emerging adulthood from a goal-setting perspective

Cited by 51 publications

References 29 publications

Relationships between valued action and well-being across the transition from high school to early adulthood

Relationships between valued action and well-being across the transition from high school to early adulthood

Family Formation Expectations and Early Pregnancy in Mexican Adolescents

Early childhood teachers’ perceived competence during transition from teacher education to work: results from a longitudinal study

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