In the article “Does college matter for emerging adulthood? Comparing developmental trajectories of educational groups” Researchers’ Mitchell and Syed argued in favor of Arnett whom believe that there are multiple emerging adulthoods meaning that there are variations within the concept of emerging adulthood.
According to Mitchell and Syed, it has been suggested that non-students do not experience a life with emerging adulthood.
The method used involved 1139 individuals who completed surveys as a part of the YDS, a longitudinal study following youth from St. Paul, Minnesota public high schools.
This allowed the exploration of trajectories from the middle of adolescence through the early thirties. The first four waves of surveys were given in …show more content…
Education was assessed by asking the question, ‘‘what is the highest level of education you have completed?’’ responses included; 1 = elementary or junior high school, 2 = high school or GED, 3 = technical or vocational school, 4 = associate degree, 5 = some college, 6 = Bachelor’s degree, 7 = Master’s degree, and 8 = Ph.D. or professional degree. The outcomes in the domains of work, love, and financial independence were also measured. Employment was determined through asking the question; Are you currently employed?’’ Love life by asking ‘‘Are you currently married or cohabiting in an intimate relationship?’’ Financial independence by asking ‘‘how much money have you earned during the past 2 weeks (before taxes)?’’ and socioeconomic status by referring to the participants parents …show more content…
Though it is known that degree status vary with time, educational status was used as a time-invariant predictor. A huge chunk of data was missing from the study as it was found that 26 % of participants did not provide enough information in order to determine their educational status by between ages 29 and 31. More studies need to be completed in order to fill the gap in regards to emerging adulthood and college bound
According to Mitchell and Syed, it has been suggested that non-students do not experience a life with emerging adulthood.
The method used involved 1139 individuals who completed surveys as a part of the YDS, a longitudinal study following youth from St. Paul, Minnesota public high schools.
This allowed the exploration of trajectories from the middle of adolescence through the early thirties. The first four waves of surveys were given in …show more content…
Education was assessed by asking the question, ‘‘what is the highest level of education you have completed?’’ responses included; 1 = elementary or junior high school, 2 = high school or GED, 3 = technical or vocational school, 4 = associate degree, 5 = some college, 6 = Bachelor’s degree, 7 = Master’s degree, and 8 = Ph.D. or professional degree. The outcomes in the domains of work, love, and financial independence were also measured. Employment was determined through asking the question; Are you currently employed?’’ Love life by asking ‘‘Are you currently married or cohabiting in an intimate relationship?’’ Financial independence by asking ‘‘how much money have you earned during the past 2 weeks (before taxes)?’’ and socioeconomic status by referring to the participants parents …show more content…
Though it is known that degree status vary with time, educational status was used as a time-invariant predictor. A huge chunk of data was missing from the study as it was found that 26 % of participants did not provide enough information in order to determine their educational status by between ages 29 and 31. More studies need to be completed in order to fill the gap in regards to emerging adulthood and college bound