The Features of Emerging Adulthood and Individuation: Relations and Differences by College-Going Status, Age, and Living Situation

Abstract

This study investigated how emerging adults’ processes of individuation from their parents relate to their perceptions of Arnett’s defining features of emerging adulthood. It specifically examined differences in perceptions of emerging adulthood and individuation as functions of college-going versus non-college-going status, age across the full emerging adult range (18–29), and living situation (independently or with parents), as well as explored these factors’ potential moderating roles. Structural equation modeling analyses showed many of the positive dimensions of individuation (such as self-reliance and support-seeking from parents) related to the more adaptive features of emerging adulthood (such as identity exploration and sense of possibilities), though not all relations suggested developmental desirability. Perceptions of emerging adulthood differed by both college-going status and age; college-going status moderated many of the individuation-emerging adulthood relationships. The findings suggest perceptions of emerging adulthood cannot be fully understood without considering the roles of college-going, age, and individuation.