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Does College Matter for Emerging Adulthood? Comparing Developmental Trajectories of Educational Groups
Lauren L Mitchell1, Moin Syed2
1Department of Psychology, University of Minnesota, N218 Elliott Hall, 75 E. River Road, Minneapolis, MN, 55441, USA. mitch938@umn.edu.
Journal of Youth and Adolescence
|July 23, 2015
Summary
Emerging adulthood theory
Area of Science:
- Developmental Psychology
- Sociology
- Adolescent Studies
Background:
- Emerging adulthood theory is often criticized for its applicability only to college students.
- Previous research has not adequately tested this assertion across diverse youth populations.
- Understanding developmental pathways beyond higher education is crucial for a comprehensive view of young adulthood.
Purpose of the Study:
- To compare the developmental trajectories of non-students and college-educated youth.
- To examine differences in work, love, and financial independence domains.
- To test the generalizability of emerging adulthood theory.
Main Methods:
- Utilized data from the Youth Development Study (N=1139).
- Employed latent growth curve models to analyze developmental changes from ages 14 to 30.
- Compared distinct groups: non-students versus college-educated individuals.
Main Results:
- Significant differences observed in hours worked, number of children, and financial dependence on external sources (parents, spouses, aid).
- No significant differences found in employment rates, marriage rates, or reliance on personal income.
- Developmental pathways diverge between college-educated and non-student emerging adults.
Conclusions:
- Emerging adulthood experiences vary significantly based on educational pathways.
- Generalizing findings from college student samples to all emerging adults is problematic.
- This study provides a nuanced understanding of emerging adulthood for non-student populations.
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