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.

这项研究调查了新兴成年人从父母那里获得的个性化过程与他们对阿内特对新兴成年的定义特征的看法之间的关系。它专门研究了对新兴成年期和个性化的看法差异，这些差异是上大学与非上大学状态、整个新兴成年人范围 (18-29 岁) 的年龄以及生活状况 (独立或与父母一起) 的函数，以及探讨了这些因素的潜在调节作用。结构方程模型分析显示，个体化的许多积极维度（例如自力更生和寻求父母的支持）与新兴成年期的更具适应性的特征（例如身份探索和可能性感）相关，尽管并非所有关系都表明发展意愿。对新兴成年的看法因大学学历和年龄而异；上大学的身份缓和了许多个性化的成年关系。研究结果表明，如果不考虑上大学、年龄和个性化的作用，就无法完全理解对新兴成年期的看法。