Emerging adulthood describes the developmental life stage between adolescence and adulthood, when young people gain important educational and social-emotional skills. Here, we tested to what extent intelligence and personality traits in adolescence, family socioeconomic status (SES), and their interplay predict educational (e.g., educational attainment, degree classification) and social-emotional outcomes (e.g., well-being, volunteering, substance use) in emerging adulthood in a U.K.-representative sample (N = 2,277). Intelligence, personality traits, and family SES accounted together for up to 23.5% (M = 9.7%) of the variance in emerging adulthood outcomes. Personality traits, including the Big Five, grit, curiosity, and ambition, were the most consistent and strongest predictors across outcomes, although intelligence was a better predictor of educational attainment. Intelligence, but not personality, accounted for a significant proportion of the associations between family SES with educational attainment, degree classification, behavior problems, aggression, and volunteering (16.4%-29.1%). Finally, intelligence, ambition, conscientiousness, curiosity, and openness were all stronger predictors of educational attainment at low compared to high SES levels. These significant interactions suggest that these traits may help compensate for family background disadvantage, although the corresponding effect sizes were small (R² 0.4%-3%). Overall, our analyses suggested that there is moderate developmental continuity from adolescence to emerging adulthood. Our findings contribute to understanding the psychological characteristics and structural factors that help emerging adults to become resilient and productive members of society. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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从智力、个性和社会经济地位预测成年初期的教育和社会情感结果。


成年初期描述了青春期和成年之间的生命发展阶段，此时年轻人获得重要的教育和社交情感技能。在这里，我们测试了青春期智力和人格特征、家庭社会经济地位（SES）及其相互作用在多大程度上预测教育（例如，教育程度、学位分类）和社会情感结果（例如，幸福感、志愿服务、物质使用）在英国代表性样本中的成年初期（N = 2,277）。智力、人格特质和家庭 SES 共同解释了成年期结果差异的 23.5% (M = 9.7%)。尽管智力是教育程度的更好预测因素，但包括“五大人格”、毅力、好奇心和野心在内的人格特质是结果中最一致和最强的预测因素。在家庭社会经济地位与教育程度、学位分类、行为问题、攻击性和志愿服务之间的关联中，智力（而不是性格）占很大比例（16.4%-29.1%）。最后，与高社会经济地位水平相比，智力、雄心、责任心、好奇心和开放性都是低教育程度的更强预测因素。这些显着的相互作用表明，这些特征可能有助于弥补家庭背景的劣势，尽管相应的效应规模很小（R² 0.4%-3%）。总体而言，我们的分析表明，从青春期到成年初期存在适度的发育连续性。我们的研究结果有助于理解心理特征和结构因素，帮助新兴成年人成为有弹性和富有成效的社会成员。 （PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。