Five Dimensions of Emerging Adulthood: A Comparison Between College Students, Nonstudents, and Graduates

Delayed trajectories into traditional adult roles have led researchers to reconsider the nature of development, giving way to emerging adulthood (Arnett, 2000a). Although largely embraced by many contemporary scholars, questions remain about the universality of emerging adulthood. The current study explored factors that predict the degree to which individuals endorse the emerging adulthood dimensions. The final sample (n = 284) included 18 to 29 year olds, with 50.4% identifying as women and 73.6% as White, non-Hispanic. 33.8% were college students, 28.5% nonstudents, and 37.7% were graduates. Data were collected through an online survey, and standard multiple regression techniques were used during analyses. Results indicated significant associations for each of the five emerging adulthood dimension. Age, gender, race-ethnicity, traditional adult roles, and employment and education statuses differentially predicted degree of endorsement for the dimensions. Findings contribute to scholars' reconceptualization of development and assessment of the applicability of emerging adulthood.