Identity Trajectories and Narratives during the Transition out of Undergraduate Education among Georgian Emerging Adults

Autor/inn/en	Skhirtladze, Nino; Javakhishvili, Nino; Syed, Moin; Klimstra, Theo; Schwartz, Seth J.; Luyckx, Koen
Titel	Identity Trajectories and Narratives during the Transition out of Undergraduate Education among Georgian Emerging Adults
Quelle	In: Developmental Psychology, 58 (2022) 12, S.2372-2387 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skhirtladze, Nino)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001440
Schlagwörter	College Seniors; College Graduates; Young Adults; Outcomes of Education; Education Work Relationship; Self Concept; Personal Autonomy; Foreign Countries; Georgia Republic + Suchen Sie Ihr Suchwort? College; Colleges; Senior; Hochschule; Fachhochschule; Hochschulabsolvent; Hochschulabsolventin; Young adult; Junger Erwachsener; Lernleistung; Schulerfolg; Selbstkonzept; Individuelle Autonomie; Ausland
Abstract	The transition out of university education and into the workforce represents a turning point in terms of the evolution of one's goals, roles, responsibilities, relationships, and lifestyle. For this reason, this transition might create important challenges and opportunities for identity formation. The present mixed-method longitudinal study examined identity formation processes in a sample of Georgian final-year undergraduate students over an 11-month period at four different points before and after graduation. At time 1, 369 participants (20% male, mean age = 21.83) completed self-report questionnaires. Life narratives were collected from a subsample of 40 individuals who participated at the last (i.e., fourth) time point. Latent class growth analysis (LCGA) was used to identify developmental typologies of identity formation based on dimensions of commitment and exploration, collected at all four time points. Four trajectory classes--Moratorium, Foreclosure, Troubled Diffusion, and Undifferentiated--were identified. Qualitative results suggest that childhood and family relationships, independence/autonomy/adulthood, education/occupation, and romantic relationships represented salient identity related themes among the study participants. Narratives of trajectory representatives provided insights and the phenomenological accounts of emerging adults' experiences during the transition and highlight specific characteristics of each trajectory class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01