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The Attributes of Adulthood Recognised by Adolescents and Adults

100%
Gurba E.
Polish Psychological Bulletin
|
2008
|
vol. 39
|
issue 3
129-137
EN
The article has made an attempt to identify the ways in which adolescents and adults see the process of 'transitioning into adulthood' and what attributes they think are necessary for an adult person to possess. The problem of 'becoming an adult' has been portrayed in the broader context of parent-adolescent relation development. Research by Smetana (1988) has cast some light on a possible source of the conflict: differences in understanding social situations and the role of authority figures by adolescents and their parents. In contemporary society there are no unquestionable determinants of adulthood, a fact very conducive to intergenerational conflict. In the current study two groups of adolescents (15- and 18-year-olds) and a group of adults (38 to 56-year-olds) were examined using a questionnaire by J. J. Arnett (1997) The Attributes of Adulthood. The results show marked uniformity among subjects as to the choice of 'adulthood' characteristics. They point to events such as reaching a certain age, completing one's education or starting a family as the least important in transitioning to adolescence. The most popular categories, regardless of age, included subjective and psychological characteristics, such as financial independence, the ability to accept and fulfil new social roles or accepting responsibility for the consequences of one's actions. Reference to such ambiguous attributes can lead to parents and adolescents interpreting them differently and thus contribute to misunderstanding and conflict in parent-child relations.
2

Editorial - On the Road to Adulthood

63%
Gurba E., Senejko A.
Polish Psychological Bulletin
|
2008
|
vol. 39
|
issue 3
108-110
EN
Although the picture of adolescence G. Stanley Hall (1904) drew over a hundred years ago is no longer accepted, most contemporary researchers agree that the period between childhood and adulthood poses a serious challenge to the developing individual. The developmental achievements typical of this age, such as radical changes in appearance and behaviour, severe criticism of existing reality brought about by the recent acquisition of formal thinking, first intimate relations and sexual experiences and the various forms of social pressure connected with the new, age-related demands and expectations can often lead to emotional instability, disturbed parent-child relations and a propensity for risky behaviour (Arnett, 1997). These are the phenomena that accompany the struggle of a young person in the process of self-discovery and self-determination.
3
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„Zarządzanie sobą” u progu wchodzenia w dorosłość

51%
Gurba E., Krysztofik J., Walulik A.
Edukacja Ustawiczna Dorosłych
|
2017
|
issue 1
131-137
EN
While entering adulthood, a person has to be aware that in the constantly and fast changing world whether they will “win” their life depends largely on themselves. Lowney, seeking something what separetes winners from losers, appeals to a Jesuit way of thinking. He shows that the basis of the successful life is a simple rule: one needs to learn “selfmanagement” – become a “manager of yourself.” The goal of the publication is to show the individual potential with which an every student enters adulthood as well as the way how it can help in becoming a “manager of yourself.” Among people aged 19 and 22, empirically have been checked a level of the students’ certain resources and their expectations with regard to studying.
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