Perceptions of the transition to adulthood among Chinese and American emerging adults

2006 ◽  
Vol 30 (1) ◽  
pp. 84-93 ◽  
Author(s):  
Sarah Badger ◽  
Larry J. Nelson ◽  
Carolyn McNamara Barry
Keyword(s):  
Young People ◽  
Statistical Model ◽  
Cultural Differences ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Chinese Students ◽  
American Students

This study explored cultural differences in the criteria young people have for becoming an adult. Specifically, the study sought (a) to compare Chinese and American responses concerning whether they believe they have reached adulthood; (b) to examine whether adulthood criteria could fit a common statistical model for both cultures; and (c) after estimating this model, to compare the importance of adulthood criteria for Chinese and Americans. Results indicated that Chinese students considered themselves to be adults more than did American students. Also, Chinese students ascribed greater importance to criteria that reflect obligations toward others than did the Americans. The influence of culture in the transition to adulthood was discussed.

Healing From Inner-City Violence

2017 ◽  
Author(s):  
Jocelyn R. Smith Lee
Keyword(s):  
Young People ◽  
Inner City ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Future Research ◽  
Post Traumatic Growth ◽  
Urban America ◽  
Trauma Informed ◽  
Post Traumatic ◽  
Chronic Risk

This chapter examines how young people, disproportionately black and Hispanic, in America’s economically disadvantaged, urban contexts are using the third decade of life to heal and succeed. Guided by life course, ecological, and trauma-informed frameworks, we present a multidisciplinary review of the literature describing post-traumatic growth, resilience, and healing with a focus on trauma-informed research and practice positioning youth impacted by inner-city violence to recover and flourish during emerging adulthood. In order to best appreciate the strivings of young people to heal in contexts of chronic risk, we situate this discussion in the nature, root causes, and consequences of violence (both structural and interpersonal) in urban America. We conclude with suggestions for future research to advance our understandings of how emerging adults in the inner city are working to heal from violent exposure and the implications of this task for the transition to adulthood.

Motivations and Positive Effects of Taking, Viewing, and Posting Different Types of Selfies on Social Media

2018 ◽  
pp. 51-73
Author(s):  
Fiouna Ruonan Zhang ◽  
Nicky Chang Bi ◽  
Louisa Ha
Keyword(s):  
Social Media ◽  
Cultural Differences ◽  
Impression Management ◽  
Chinese Students ◽  
Relationship Management ◽  
Self Esteem ◽  
Positive Effects ◽  
Self Image ◽  
American Students ◽  
Depth Interviews

In this study, we explored the motivations and the effects of selfie taking, posting, and viewing. To understand the selfie phenomenon, we conducted in-depth interviews with 16 American and Chinese students. The findings suggest that the selfie phenomenon among American students is not necessarily related to narcissism and low self-esteem, as argued in many previous literatures. Contrarily, selfie usage among Chinese students is more associated with narcissism (self-indulgence in recreational selfie-taking) and impression management (selfie-editing to improve online self-image). In the general, selfie taking, viewing, and posting behaviors could be conceptualized as more than just a display of narcissism, but also as a new way of communication, life-recording, online impression management, and relationship management. Cultural differences between American and Chinese students' use of selfies are also discussed.

Transition to Adulthood of Former Foster Youth

2017 ◽  
Vol 5 (5) ◽  
pp. 311-321 ◽  
Author(s):  
Julia Pryce ◽  
Laura Napolitano ◽  
Gina M. Samuels
Keyword(s):  
Child Welfare ◽  
Young People ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Help Seeking ◽  
The United States ◽  
Aging Out ◽  
Former Foster Youth ◽  
Care Patterns ◽  
Depth Interviews

This study examines the experiences of 28 emerging adults (mean age = 22; 16 female, 12 male) who have aged out of the child welfare system in the United States. Findings derived from in-depth interviews focus on the multilevel challenges these young people encounter in the help-seeking process upon aging out of care. Patterns highlight intrapersonal, interpersonal, and systemic barriers to help seeking that limit success of these young people during this developmental transition. These patterns include a sense of help seeking as both essential and inappropriate to development during this period. Patterns also highlight the myriad barriers faced by these young adults as they struggle to connect with critically needed resources during this stage. Implications inform work in child welfare, both with those receiving and providing care, during childhood and throughout the aging out process.

The Transition to Adulthood for Individuals With Intellectual Disability

2021 ◽  
pp. 295-312
Author(s):  
Deirdre Curle ◽  
Asmae El Bouhali ◽  
Ma Zhu ◽  
Sheila Marshall ◽  
John Murray ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Social Context ◽  
Young People ◽  
Activities Of Daily Living ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Action Theory ◽  
Relevant Literature ◽  
Emerging Adult ◽  
School To Work

The transition from school to work is a time of excitement and uncertainty for many emerging adults. However, young people with intellectual disability (ID) face unique challenges with this transition. They often need a great deal more support in the activities of daily living, learning, and work. The purpose of this chapter is to examine the transition to adulthood and work through the lens of the intentional, goal-directed processes engaged in by the emerging adult with ID and their families. This examination will involve contextual action theory as the conceptual framework and the relevant literature on emerging adults with ID that speaks to this important transition in its particular social context. Through this framework, a deeper understanding is gained of the meaning involved in the actions that emerging adults and their families take as they navigate the transition to adulthood and work.

Flourishing in Emerging Adulthood

2017 ◽  
Keyword(s):  
Young People ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Adult Development ◽  
Dark Side ◽  
Positive Development ◽  
Cultural Immersion ◽  
Time Period ◽  
The Face

The goal of this volume is to highlight the third decade of life as one in which individuals have diverse opportunities for positive development that may set the stage for future adult development, as well as to encourage more research on how young people are flourishing during this time period. Despite a preponderance of focus on the negative or dark side of emerging adulthood in research and the media, there is mounting evidence that this time period, at least for a significant majority, is a unique developmental period in which positive development is fostered. The volume consists of chapters written by leading scholars in diverse disciplines who address various aspects of flourishing. It addresses multiple aspects of positive development, including how young people flourish in key areas of emerging adulthood (e.g., identity, love, work, worldviews), the various unique opportunities afforded to young people to flourish (e.g., service experiences, university-based cultural immersion), how flourishing might look different around the world, and how flourishing can occur in the face of challenge (e.g., health issues, disabilities, exposure to violence). In addition, most chapters are accompanied by essays from emerging adults who exemplify the aspect of flourishing denoted in that chapter, and make note of how choices and experiences helped them (or are currently helping them) transition to adulthood. Taken together, the book provides rich evidence and examples of how young people are flourishing as a group and as individuals in a variety of settings and circumstances.

How social support style affects financial risk-taking behavior: A cross-cultural study

2016 ◽  
Vol 44 (8) ◽  
pp. 1305-1313 ◽  
Author(s):  
Lili Wang ◽  
Danping Zhou ◽  
Liang Hu
Keyword(s):  
Social Support ◽  
Cultural Differences ◽  
North American ◽  
Chinese Students ◽  
Cross Cultural ◽  
Financial Behaviors ◽  
Cross Cultural Differences ◽  
American Students ◽  
Emotional Social Support ◽  
The Impact

The impact of the level of social support on risky financial behaviors has been extensively investigated. However, the impact of different styles of social support on these behaviors has so far been ignored by researchers. We examined whether or not different styles of social support are related to risky financial behaviors. Participants in our descriptive correlational study were a convenience sample of White North American (n = 149) and Chinese (n = 173) university students. Results showed that the Chinese students received more guidance and less emotional social support than did the White North American students, and that the Chinese students were more likely to take risks in financial domains than the White North American students were. Results also showed that emotional social support was negatively related to risky financial behaviors, but guidance was positively related to risky financial behaviors. More important, the results demonstrated that cross-cultural differences in social support can partly mediate cross-cultural differences in risky financial behaviors.

CHINESE AND AMERICAN ADOLESCENTS' PERCEPTIONS OF THE PURPOSES OF EDUCATION AND BELIEFS ABOUT THE WORLD OF WORK

2000 ◽  
Vol 28 (1) ◽  
pp. 73-89 ◽  
Author(s):  
Sing Lau ◽  
John G. Nicholls ◽  
Theresa A. Thorkildsen ◽  
Michael Patashnick
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Differences ◽  
Chinese Students ◽  
Interaction Effects ◽  
High Status ◽  
School Students ◽  
American Students ◽  
The Family ◽  
The World

We studied and compared the views of Chinese and American high school students as to what attendance at school should achieve, and what brings success in work. The worlds of school and work were perceived by American students to be related, but not so by Chinese students. American students are more firm in the view that school should teach them to understand science, think critically, be useful to society and consider the family first. In contrast, Chinese students showed greater preference that school should teach them to face challenges, creatively sacrifice, and respect authority, and to prepare them to earn money for respect, and luxuries, and to enter high status colleges and jobs. Significant country by sex interaction effects were found, indicating that generalizations about cultural differences which ignore gender are suspect.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

scholarly journals The assessment of time management skills in Chinese and Croatian students

2019 ◽  
Vol 7 (1) ◽  
pp. 83-94
Author(s):  
Kristina Črnjar ◽  
Vedrana Čikeš ◽  
Kristina Ferenčak
Keyword(s):  
Academic Success ◽  
Cultural Differences ◽  
Time Management ◽  
Online Survey ◽  
Chinese Students ◽  
The Internet ◽  
Management Skills ◽  
Effective Time ◽  
Business Market ◽  
Extra Curricular Activities

Time management is the ability of consciously deciding and controlling the amount of time spent on different activities in order to be more productive and effective. In order to achieve academic success, students should be able to manage a large number of activities, from going to lectures, studying, participating in extra-curricular activities, to making sure they are getting enough rest to stay healthy. The purpose of this research was to determine if there are any significant differences in the effective time management between Chinese and Croatian students. Even though the cultural differences between these two groups are substantial, both groups are becoming a part of the same education and business market. The research was conducted on the sample of 340 Chinese and Croatian students using an online survey. The results have shown that in several time management activities there are statistically significant differences between Chinese and Croatian students. The results also indicate that the Croatian respondents are better at setting goals, determining priorities and performing tasks by priority, while Chinese students delegate tasks and determine and eliminate time wasting activities more often than their Croatian counterparts do. On the other hand, Croatian students waste more time on activities such as conducting tasks of small importance and fun activities of no relevance (e.g. “surfing” the Internet, private telephone conversations, chatting, etc.), while Chinese students are in the forefront with regard to ineffective and supernumerary meetings and overly long and supernumerary phone conversations.

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