Understanding Goal-Directed Action in Emerging Adulthood

Abstract

This article describes an alternative framework for conceptualizing and researching emerging adulthood based on the notions of goal-directed processes. Specifically, contextual action theory (CAT) is proposed to add value to understanding transition-toadulthood processes because of its emphasis on description, intentional action, and relational context. A related naturalistic, longitudinal method, the action-project method (A-PM), is used to study joint, goal-directed actions and projects (multiple actions over time). The A-PM qualitatively describes joint projects of emerging adults and those involved with them by relying on three perspectives of action: manifest behavior, internal processes, and social meaning. The method consists of video recording joint action between participants, accessing internal processes of action through a video playback interview, and monitoring joint projects over time. This conceptualization and method have been used to describe the joint goal-directed processes inherent in emerging adulthood including parent-youth relationships, friendship, identity formation, and school-work transitions.

Navigating early specialization sport: Parent and athlete goal-directed processes.

“…Figure 1 provides an overview of APM procedures and analyses. Data gathering took place over ∼10 months, from January to November 2016, for each dyad and involved four phases including three face-to-face meetings and 6 months of biweekly telephone monitoring (Wall et al, 2016). The APM involves multiple procedures to access information about individual and joint actions over time.…”

“…The four interviews from Phase 1 (warm-up, conversation, and two video-recall interviews) were transcribed verbatim by a transcriptionist unaffiliated with the study. The two researchers who conducted the interviews carried out the initial analyses following APM procedures (for a detailed description, see Wall et al, 2016). Analysis proceeded line-byline with the levels of action (elements, functional steps, and goals) in the conversation systematically identified in 1-min intervals.…”

“…The unit of analysis within each case in this study was action and joint action investigated dyadically through conversations between the parent and athlete. Specifically, actions were analyzed at three levels (Wall et al, 2016; Young et al, 2005), including behavioral elements such as verbal and nonverbal behaviors (i.e., a parent nodding to acknowledge what their daughter said), functional steps or the means used in moving toward the goal (i.e., asking a question about the athlete’s practice session), and goals or the meaning of the action processes (i.e., to monitor their daughter’s training).…”

“…When individual actions are linked or interrelated with another person, they form a series of actions referred to as joint actions , such as a conversation between parent and child about the training schedule. Several joint actions over weeks, months, or years, constructed around a common goal or meaning, are considered a project or joint project (Wall et al, 2016). An example of a joint project may be negotiating educational options in the context of sport participation and family expectations.…”

Crafting continuity and change in Saudi society: Joint parent‐youth transition‐to‐adulthood projects

“…A qualitative approach, the action‐project method (Marshall, Zaidman‐Zait, Domene, & Young, 2012; Wall et al, 2016; Young, Valach, & Domene, 2005; Young et al, 2001) guided the protocol for data collection with Saudi youth and their mother and/or sibling and data analysis. The general procedure involved identifying a transition to adulthood project that a parent and youth were engaged in and monitoring progress on that project for a period of six months.…”