Springer Science and Business Media LLC

In the present study, we investigated the ways in which the ideographic goal descriptions and goal appraisals of European American high school seniors reflect potentials for intentional self-development during emerging adulthood (EA), a lifespan phase characterized by increasing levels of freedom and decreasing age-graded, socially sanctioned developmental norms. Additionally, we investigated whether variation in participants’ goal appraisals and the motivational qualities emergent in their goal descriptions would predict variation in dimensions of identity development, both concurrently at age 18 and prospectively at age 23. Results of an exploratory, mixed method analysis of participants’ (N = 129, 56.6% male, Mage = 18.24, SD = 0.37) goal data revealed diversity in education and work goals, strong potentials for intentional self-development reflected across goal appraisals, and more nuanced reflections of intentional self-development across the motivational qualities emergent in goal descriptions. Results partially supported the hypothesis that goal appraisals and motivational qualities that reflect potentials for intentional self-development would predict kindred processes of identity development across the first five years of EA. These findings contribute to a nascent empirical literature focused on the interrelationship of goal and identity constructs during EA and suggest new avenues for future research.

Developmental theories and recent examinations of adult self descriptions across the life span (e.g., G. Labouvie-Vief, L. M. Chiodo, L. A. Goguen, M. Diehl & L. Orwoll, 1995a,b) indicate that the self becomes more unique, individualistic, and complex with age. We further examined this developmental trend, using autophotographic essays (words and photos answering the broad question “who are you”) obtained from 844 adults (ages 18–54). The essays were rated for levels of individuality or richness of self-depiction. That is, the photo essays were used as a medium for operationalizing self-construals that are uniquely creative, abstract, self-reflective, and multidimensional. The photo essays of middle-aged participants reflected more individuality than did those of younger participants. Correspondingly, we observed more photographs of achievement themes, religious sentiments, working, creative products, and negative affect in the middle-age photo essays but fewer photos of self-smiling, others smiling, alcohol, athletics, and music. Results provide further evidence for greater uniqueness, interiority, and seriousness of purpose—all suggestive of individuality—in adulthood.

The study examined the satisfactions and regrets of midlife parents at a specific family life-cycle milestone, their child’s graduation from high school. The purpose was to compare mothers’ and fathers’ appraisals of the gains and losses associated with this developmental transition and turning point in their parenting roles. A total of 260 parents (147 mothers; 113 fathers) who had a child graduating from high school responded in writing to open-ended questions regarding their satisfactions and regrets at this stage of their lives. Responses were coded to identify themes salient to these parents. Results indicate that both mothers and fathers are aware of both the gains and losses at this time in their family life cycle, but they differed in how they expect to be affected by the transition. Mothers’ responses suggest that they are anticipating and planning for the transition. Fathers’ responses suggest they are less aware of the personal implications of this family transition and are less prepared for its emotional impact.

Developmental crisis is a construct that is central to many theories of psychosocial adult development, yet there is currently no validated psychometric measure of adult developmental crisis that can be used across adult age groups. To address this gap in the literature, we developed and validated an age-independent measure of adult developmental crisis for research and applied purposes, entitled the Developmental Crisis Questionnaire (DCQ-12). Exploratory and confirmatory factor analyses were conducted separately on different samples. A three-factor structure emerged as the best fit with the data: (1) Disconnection and Distress; (2) Lack of Clarity and Control and (3) Transition and Turning Point. The DCQ-12 showed predictive validity with measures of self-esteem, locus of control, authentic living, optimism, presence of and search for meaning, turning points and a related crisis measure. Four-week test–retest reliability ranged from 0.78 to 0.89 across subscales. As well as research uses, the DCQ-12 measure has potential application in practice, given that assessment of developmental crisis has relevance to professionals working in clinical and non-clinical roles to support and coach adults through periods of transition.

In their initial study of the development of children's spatial concepts, Piaget and Inhelder (1956) designed the “water-level” and “plumb-line” tasks to assess children's Euclidean abilities to perceive and represent horizontals and verticals. Surprisingly, subsequent research has shown that many adults perform badly on these tasks designed for children. Here we studied whether adults (N=160) would also have difficulty on a shadow projection task developed to assess theoretically related projective spatial concepts. The data showed that some adults had difficulty on the shadow task, whether tested by a drawing or by a selection task, and whether scored with respect to qualitative shape or metric accuracy. Performance was significantly worse on complex than simple forms, and when sex differences emerged, they favored males. As hypothesized, the best predictor of shadow performance was performance on the Euclidean tasks. Scores on the Embedded Figures Test and participant sex accounted for small (but significant) additional variance on shadow performance. Implications for theories of spatial development and for modeling individual differences in spatial cognition are discussed.

Classic lifespan developmental theory describes emerging adulthood and the transition to adulthood as important periods for thinking about one’s future life trajectory. Today, youth are facing far-reaching changes to daily life due to COVID-19. This may have negative effects on their future outlook, and the extent of such effects may be related to personality. This study examined emerging adults’ (N = 195, Mage = 20.58, SD = 3.98) multidimensional personality profiles in relation to the extent that they hold a positive outlook on their future at the outset of the COVID-19 pandemic. Quantitative and brief narrative measures of future outlook were collected. Hierarchical cluster analysis and Latent Profile Analysis revealed two clear personality profiles, labeled Reflectors (n = 106) and Forgers (n = 89). Forgers demonstrated robust personality characteristics indicative of psychologically ‘pushing forward’ through pandemic-related challenges. Reflectors demonstrated more pandemic reactivity including higher stress but also more psychological integration of the pandemic experience into their sense of self. In terms of future outlook, Forgers reported a positive and expansive outlook on the future across multiple measures. In contrast, Reflectors held more negative, restricted views of what future life might hold. Results are discussed in terms of the role of multi-level personality in dictating emerging adults’ future perspectives in the wake of life challenges. Ideas are presented about how to best support young people as they transition into the future, into adulthood, while grappling with the challenges of the pandemic.

A critical developmental task of midlife involves reviewing one's past as well as preparing for one's future. The ability to identify past choices, task responsibility for them, and utilize developing patterns in future decision making is seen as a critical component of continued adult development. The Choicemap offers a structured clinical tool to guide such a midlife review. Engaging in this process assists adults in developing choicemaking skills, and provides a powerful clinical intervention.

With the influence of globalization, Chinese young adults’ transition to adulthood today are cultivated by both traditional Chinese values (e.g., collectivism, Confucian philosophy), as well as Western values (e.g., individualism, independence). The present study aimed to characterize emerging adults’ perception of adulthood in China today in terms of (1) the criteria for adulthood Chinese emerging adults considered important; (2) the relationships between subjective importance of adulthood status and status as a student or non-student; (3) gender; and (4) hukou status (rural vs urban). Chinese emerging adults aged 17–30 (N = 7099; 69% college students; 54% female; 57% with rural hukou status) completed a cross-sectional survey between October and November 2021. We found that most Chinese emerging adults felt ambivalent about their adulthood status. The findings suggest that cultural and geographical differences exist between emerging Chinese and Western young adults in their perceptions of entering adulthood. Concerning the self-perceived adulthood status and the subjective importance of criteria, several differences were found among Chinese emerging adults based on gender (male vs female), hukou status (rural vs urban), and educational status (student vs non-student). With increasing age, being men or having rural hukou, Chinese emerging adults may be more likely to adhering to traditional markers of adulthood. Overall, this study not only sheds light on conceptions of adulthood among Chinese emerging adults, but also provides implication for understanding emerging adults’ lived experience and subjective perception of this life stage.