Adolescence in modern Europe. Pluralized transition patterns and their implications for personal and social risks

Emerging adulthood: A theory of development from the late teens through the twenties.

“…Also, since midcentury the proportion of young Americans obtaining higher education after high school has risen steeply from 14% in 1940 to over 60% by the mid-1990s (Arnett & Taber, 1994;Bianchi & Spain, 19961). Similar changes have taken place in other industrialized countries (Chisholm & Hurrelmann, 1995;Noble, Cover, & Yanagishita, 1996).…”

“…About one third of those who graduate with a bachelor's degree are enrolled in postgraduate education the following year (Mogelonsky, 1996). In European countries too, the length of education has become extended in recent decades (Chisholm & Hurrelmann, 1995).…”

“…During this time, many young people obtain the level of education and training that will provide the foundation for their incomes and occupational achievements for the remainder of their adult work lives (Chisholm & Hurrelmann, 1995;William T. Grant Foundation Commission on Work, Family, and Citizenship, 1988). It is for many people a time of frequent change as various possibilities in love, work, and worldviews are explored (Erikson, 1968;Rindfuss, 1991).…”

Educational and occupational outcomes among young adults with juvenile idiopathic arthritis

“…This typically overlaps with the transition into emerging adulthood (i.e., ages 18 -25), a developmental stage in which one gains increasing independence, acquires more responsibility, and forms an identity that will likely endure throughout adulthood (16). The decisions and actions that occur during this time can affect income levels and occupational achievement across the lifespan (17). For adolescents with arthritis, the transition into emerging adulthood may be complicated by pain and functional disability, as well as increasing responsibility for their health care and the loss of familiar pediatric providers.…”

Projetos de vida e escola: a percepção de estudantes do ensino médio sobre a contribuição das experiências escolares aos seus projetos de vida

“…É uma característica muito forte da juventude atual e depende mais de transformações socioculturais do que de condicionantes econômicas (COSLIN, 2002, p.33) Numa perspectiva convergente com a de Coslin (2002), Damon (2007) interpreta o fenômeno do adiamento de compromissos como tendência generalizada no mundo industrial. Chisholm & Hurrelmann (1995) em um estudo sobre os(as) jovens europeus concluem que a fase da adolescência não é apenas o prolongamento de um processo, mas também é uma transformação qualitativa dos seus padrões, da sua lógica interna e do seu significado social. (2002).…”