Article1997

Goal Contents, Well-being, and Life Context During Transition to University: A Longitudinal Study

170 citations0/0 files storedInternational Journal of Behavioral Development

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Psychological Well-being and Life Satisfaction Identity, Memory, and Therapy Psychological and Temporal Perspectives Research

Abstract

To examine the relationships between young adults’ goal contents, their life situation, experienced life events, and subjective well-being, 256 university students filled in the Little’s Personal Project Analysis (PPA), the revised Beck’s Depression Inventory (BDI), Rosenberg’s Self-esteem Scale (RSE), and a background questionnaire at the beginning of their studies. One year later, they also completed a life event scale (LES). Two years later, they again filled in the PPA, BDI, RSE, LES, and a background questionnaire. The results showed that an earlier life situation such as being married and having children was associated with interest in family-related goals, which again predicted subsequent transitions in this life domain. Moreover, goals that concern major age-graded developmental tasks, such as a future family, were found to predict high subjective well-being. In turn, high subjective well-being also predicted interest in these types of goals. By way of contrast, low self-esteem predicted interest in self-related goals, which again were associated with low well-being later on.

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References

1961An Inventory for Measuring Depression 2026Childhood and Society 1959Identity and the life cycle 1979Conceiving the self 1994Time, Human Agency, and Social Change: Perspectives on the Life Course 1982Psychological perspectives on the self 1980Handbook of Adolescent Psychology 2016Handbook of Aging and the Social Sciences

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2010Collegiate purpose orientations and well-being in early and middle adulthood 2017The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions.2009Adolescents’ Self-Concordance, School Engagement, and Burnout Predict Their Educational Trajectories 1This paper is part of a series on “Youth Development in Europe: Transitions and Identities” that will appear in the European Psychologist throughout 2008 and 2009. Taken together, the papers aim to make a conceptual contribution to the increasingly important area of youth development, especially within the context of an expanding Europe, by focusing on variations and changes in the transition to adulthood and emerging identities. The series will conclude with a summary by the organizers of the series, Katariina Salmela-Aro (University of Jyväskylä, Finland) and Ingrid Schoon (University of London, UK).

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