Identity Trajectories and Narratives During the Transition Out of Undergraduate Education Among Georgian Emerging Adults
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 formati...
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| Veröffentlicht in: | Developmental psychology 2022-12, Vol.58 (12), p.2372-2387 |
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| container_title | Developmental psychology |
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| creator | Skhirtladze, Nino Javakhishvili, Nino Syed, Moin Klimstra, Theo Schwartz, Seth J. Luyckx, Koen |
| description | 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. |
| doi_str_mv | 10.1037/dev0001440 |
| format | Article |
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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.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/dev0001440</identifier><language>eng</language><publisher>Washington: American Psychological Association</publisher><subject>Autonomy ; Childhood ; College Graduates ; College Seniors ; College Students ; Education ; Education Work Relationship ; Emerging Adulthood ; Family relations ; Female ; Foreign Countries ; Higher Education ; Human ; Identity Formation ; Interpersonal Relationships ; Longitudinal Studies ; Male ; Narratives ; Outcomes of Education ; Personal Autonomy ; Romantic relationships ; Self Concept ; Self report ; Taxonomies ; Undergraduate Education ; Undergraduate students ; Undergraduate Study ; Workforce ; Young Adults</subject><ispartof>Developmental psychology, 2022-12, Vol.58 (12), p.2372-2387</ispartof><rights>2022 American Psychological Association</rights><rights>2022, American Psychological Association</rights><rights>Copyright American Psychological Association Dec 2022</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a482t-86dfe16e052657455a31779fc49bc946d2da9c89f2793a5843549f7d63fd0aff3</citedby><orcidid>0000-0003-2566-8990</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904,30978</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1367027$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Dubow, Eric F</contributor><contributor>Pérez-Edgar, Koraly</contributor><creatorcontrib>Skhirtladze, Nino</creatorcontrib><creatorcontrib>Javakhishvili, Nino</creatorcontrib><creatorcontrib>Syed, Moin</creatorcontrib><creatorcontrib>Klimstra, Theo</creatorcontrib><creatorcontrib>Schwartz, Seth J.</creatorcontrib><creatorcontrib>Luyckx, Koen</creatorcontrib><title>Identity Trajectories and Narratives During the Transition Out of Undergraduate Education Among Georgian Emerging Adults</title><title>Developmental psychology</title><description>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.</description><subject>Autonomy</subject><subject>Childhood</subject><subject>College Graduates</subject><subject>College Seniors</subject><subject>College Students</subject><subject>Education</subject><subject>Education Work Relationship</subject><subject>Emerging Adulthood</subject><subject>Family relations</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Higher Education</subject><subject>Human</subject><subject>Identity Formation</subject><subject>Interpersonal Relationships</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Narratives</subject><subject>Outcomes of Education</subject><subject>Personal Autonomy</subject><subject>Romantic relationships</subject><subject>Self Concept</subject><subject>Self report</subject><subject>Taxonomies</subject><subject>Undergraduate Education</subject><subject>Undergraduate students</subject><subject>Undergraduate Study</subject><subject>Workforce</subject><subject>Young Adults</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp90c1rFDEYBvAgCq7Vi3dhwIsIo_mcTI5Lu7aVYi_tObzmY80ym6xJprj_vZmuWPDgKSTPLw8hL0JvCf5EMJOfrXvAGBPO8TO0IoqpHgulnqNVO6Q9Gbh6iV6VslsMU2KFfl1bF2uox-4uw86ZmnJwpYNou2-QM9Tw0LYXcw5x29UfbmGxhBpS7G7n2iXf3Ufr8jaDnaG6bmNnA4_xep_anUuX8jZA7Db7ppaWtZ2nWl6jFx6m4t78Wc_Q_ZfN3flVf3N7eX2-vumBj7T242C9I4PDgg5CciGAESmVN1x9N4oPllpQZlSeSsVAjJwJrry0A_MWg_fsDH049R5y-jm7UvU-FOOmCaJLc9FUEjJyQQlr9P0_dJfmHNvrmuLtf4lQ4_8VIYKN5LHr40mZnErJzutDDnvIR02wXkaln0bV8LsTdjmYv3DzlbBBYipb3p9yOIA-lKOBXIOZXDFzzm18S5cWoyZUUyYp-w1YKJ-J</recordid><startdate>20221201</startdate><enddate>20221201</enddate><creator>Skhirtladze, Nino</creator><creator>Javakhishvili, Nino</creator><creator>Syed, Moin</creator><creator>Klimstra, Theo</creator><creator>Schwartz, Seth J.</creator><creator>Luyckx, Koen</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0003-2566-8990</orcidid></search><sort><creationdate>20221201</creationdate><title>Identity Trajectories and Narratives During the Transition Out of Undergraduate Education Among Georgian Emerging Adults</title><author>Skhirtladze, Nino ; 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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. 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| source | Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost APA PsycARTICLES |
| subjects | Autonomy Childhood College Graduates College Seniors College Students Education Education Work Relationship Emerging Adulthood Family relations Female Foreign Countries Higher Education Human Identity Formation Interpersonal Relationships Longitudinal Studies Male Narratives Outcomes of Education Personal Autonomy Romantic relationships Self Concept Self report Taxonomies Undergraduate Education Undergraduate students Undergraduate Study Workforce Young Adults |
| title | Identity Trajectories and Narratives During the Transition Out of Undergraduate Education Among Georgian Emerging Adults |
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