Predicting developmental outcomes in adulthood using domain-specific development in adolescence

This study investigated whether developmental states and changes in adolescence (i.e., Grades 7-10) predict central life outcomes at the age of 30 within and between domains. We focused on predictors and outcomes in three key developmental domains: academic-vocational development, social development, and intrapersonal development/well-being. We addressed academic achievement during adolescence and occupational prestige in adulthood for academic-vocational development, perceived peer acceptance in adolescence and perceived social integration in adulthood for social development, and self-esteem in adolescence, as well as life satisfaction and depression in adulthood, as indicators for intrapersonal development/well-being. We followed a large sample of German seventh graders (N = 10,503; 50.4% females; baseline M_age = 12.3) at four measurement points over a period of 18 years and estimated latent regression models as well as latent growth curve models. The results showed that earlier states and changes within one domain predicted outcomes within the same domain. Hence, the state of academic achievement and the degree of increase in academic achievement across adolescence predicted adult occupational prestige, the state of perceived peer acceptance in adolescence predicted perceived social inclusion in adulthood, and the state and change of adolescent self-esteem predicted life satisfaction and depression in adulthood. We highlight the important role that developmental processes in adolescence play as a precursor for developmental success later in life and the need for integrative research that takes a comprehensive perspective on development across the lifespan. (PsycInfo Database Record (c) 2026 APA, all rights reserved).