Journal of Adult Development最新文献

The present study uncovers how older adults have reported learning about forgiveness throughout the life course. We used a series of 22 semi-structured interviews to create a proposed model of how individuals report learning about forgiveness throughout the life course: The Reflections on Forgiveness Framework. Participants were predominantly female (N = 19), well educated, and non-Hispanic White (N = 22). We found that participants primarily learned about forgiveness via religion and life experiences. Life experiences occurred through participants’ own forgiveness experiences and witnessing others forgive. Time also played a role in these personal experiences, with forgiveness becoming more important, although some continued resentment persisted. Participants tended to dwell less on transgressions as they became older and personal characteristics shaped the role of forgiveness in participants’ lives, with both contributing to forgiveness being more important. This framework is useful for clinicians and in further understanding how forgiveness develops and occurs throughout the life course.

Highly satisfying social relationships make us happy and healthy-they fill us with joy and a sense of meaning and purpose. But do all the relationships in our lives contribute equally to our well-being and do some people benefit more from certain relationships? The current study examined associations between the satisfaction of specific relationships within a family (i.e., with parents, siblings) and adjustment (i.e., life satisfaction and depressive symptoms) among 572 emerging adults aged 18-25 (M _age = 19.95, SD = 1.42; 77.4% female). Overall, relationship satisfaction with mothers and fathers was associated with better adjustment. Attachment anxiety and avoidance moderated associations between relationship-specific satisfaction and adjustment. We discuss the findings in the context of the shifting of attachment functions during emerging adulthood and the dynamic nature of close relationships across the lifespan.

Self-realization or the path which involves the elaborate process of knowing oneself leads people to a meaningful and fulfilling life. The present study aims to examine how the COVID-19-led lockdown proved to be an opportunity for emerging adults to reflect on and eventually discover their true selves. This study particularly explores the factors that facilitated the self-realization process during the lockdown. An online survey was conducted on 1280 Indian university students. The age of participants ranged between 18 and 29 years. An eight-item scale was developed to measure self-realization during the lockdown, which was thereafter administered along with other study variables. The results showed that factors including family bonding, social comparison, self-image, and a positive orientation toward life help young adults in the process of self-realization. Furthermore, the participants who employed adaptive ways to cope with the COVID-19 stress reported higher levels of self-realization. The present study showed that the interaction of young adults with their significant others, solving their daily problems, and having a positive outlook toward themselves and the future, helped them during the COVID-19 imposed lockdown and led them on the path of self-realization.

Supplementary information: The online version contains supplementary material available at 10.1007/s10804-022-09413-8.

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, M _age = 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.

Supplementary information: The online version contains supplementary material available at 10.1007/s10804-021-09386-0.