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Benson JE, Johnson MK, Elder GH. The implications of adult identity for educational and work attainment in young adulthood. 2012;48:1752-8doi: 10.1037/a0026364.
Benson, J. E., Johnson, M. K., & Elder, G. H. (2012). The implications of adult identity for educational and work attainment in young adulthood. 481752-8. https://doi.org/10.1037/a0026364
Benson, J E, et al. "The implications of adult identity for educational and work attainment in young adulthood." vol. 48 (2012): 1752-8. doi: https://doi.org/10.1037/a0026364
Benson JE, Johnson MK, Elder GH. The implications of adult identity for educational and work attainment in young adulthood. 2012;48:1752-8. doi: 10.1037/a0026364. UIID-AD: 2660.
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2012;48:1752-8. doi: 10.1037/a0026364.

The implications of adult identity for educational and work attainment in young adulthood.

J E Benson, M K Johnson, G H Elder

UIID-AD: 2660 DOI: 10.1037/a0026364

Abstract

This study investigates the relation of young adult identities (ages 18-22 years), reflecting subjective age and psychosocial maturity, to educational and career attainment in young adulthood (ages 25-29 years). Add Health data show that having an older subjective age alone does not curtail attainment; the critical issue is the level of psychosocial maturity that accompanies subjective age. Those with older subjective ages and low psychosocial maturation have the lowest attainment at ages 25-29 years, while those with older subjective ages and high psychosocial maturation show considerable progress toward work-related attainment. For those with younger subjective ages, a lower level of psychosocial maturity is not as detrimental to attainment.

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