A new study conducted at the University of York sought to determine if there were measurable and predictable factors that would provide clues to positive or negative outcomes as individuals transition from adolescence to emerging adulthood. The study found that intelligence, personality traits, and family socioeconomic status (SES) represented 23.5% of the variation in outcomes for those in emerging adulthood. These findings contribute to understanding the factors that can help adolescents develop into successful adults.
Emerging adulthood has only recently been recognized as a developmental stage. It identifies the period between 18 and the late 20s, where individuals seek to establish an adult life that is sustainable as separate from their parents. Primarily found in Western cultures, emerging adulthood sees individuals finishing their education, establishing a career, and taking responsibility for themselves economically.
Unlike the adventures of adolescence, choices in emerging adulthood can have significant consequences for the individual and their future happiness. For this reason, Zainab Faatimah Haider and Sophie von Stumm designed a study to uncover how the interplay between intelligence, personality traits, and family SES during adolescence resulted in beneficial or destructive outcomes for emerging adults.
Data used in the study had been collected in the mid-1990s for the large U.K.-based Twins Early Development Study (TEDS). The study is so large (10,000 twin pairs) that it is considered representative of the U.K. population of infants through early (emerging) adulthood. From this study, Haider and von Stumm eliminated those missing data or who had significant medical challenges. Of those twin pairs remaining, one from each pair was randomly chosen, leaving a sample size of 2,227 individuals.
When the participants were 16, they took an intelligence assessment, personality measures including the Big 5 (conscientiousness, agreeable, neuroticism, openness, extraversion), curiosity, grit, and ambition. When participants were 23, academic achievement was assessed, including how many schools they completed and their success at university, if applicable. Family SES was also examined. Also, at 23, participants were assessed on multiple measures of social-emotional wellness, including well-being, purpose in life, peer victimization, self-control, and alcohol.
Statistical analysis of these many data points revealed a few meaningful observations. First, there were very few, if any, strong correlations. This may suggest that adolescent factors are unrelated to emerging adulthood outcomes. For those who struggle in adolescence, this research indicates that the behaviors and circumstances of adolescence can be left behind, and a new reality can be built.
The research team found five traits connected to overcoming a family background and disadvantaged educational attainment. These included intelligence, conscientiousness, ambition, openness, and curiosity. Haider and von Stumm observed, “If these associations prove to be causal, intervention efforts that target personality traits could be developed and implemented to reduce family background inequality in education.”
Despite the large sample, Haider and von Stumm acknowledged a few limitations. First, their data came from self-report measures. This method is generally reliable, but it remains to be seen if their data is totally free from bias. Second, so many behaviors and outcomes were measured that some questions may not have been successful at identifying a consistent behavior. Finally, they left out career development as a measured outcome; arguably, this is an important component of emerging adulthood success.
Despite these limitations, the research team said the study was strong and encouraged further research into the relationship between adolescence and emerging adulthood outcomes. In their words, “Understanding the psychological characteristics and structural factors that enable and hinder emerging adults to become resilient and productive members of society is therefore of pivotal importance.”
The study, “Predicting educational and social-emotional outcomes in emerging adulthood from intelligence, personality, and socioeconomic status”, was authored by Zainab Faatimah Haider and Sophie von Stumm.
