Document Type

Paper

Publication Date

5-5-2025

Faculty Mentor

Terry Winegar

Abstract

There are a multitude of influences that contribute to the identity development seen throughout emerging adulthood. Both personal and social factors contribute to this development and can differentially impact personal growth and life satisfaction. This study was conducted to identify how a mixture of psychological, social, and developmental factors influences personal growth and initiative, and life satisfaction among traditional-aged, college students. An online questionnaire was distributed to students attending a liberal arts college in the mid-Atlantic region. The meaning and value of being a college student was measured using a multidimensional measures of identity scale (using college student as the in-group). In addition, psychological and developmental factors such as self-esteem and dimensions of emerging adulthood were measured. Analyses indicated that among the 85 participants, females reported the college student group being more central to their identity than did males, and that seniors reported the lowest level of life satisfaction. Based on multiple regression, predictors of higher levels of life satisfaction were higher levels of self-esteem and higher group typicality. Predictors of higher levels of personal growth and initiative included higher levels of self-esteem and higher group typicality. Of most interest, levels of group centrality were negatively associated with personal growth, such that high group centrality was predictive of lower personal growth and initiative. That is, the more central being a college student was to their identity, the less personal growth and initiative they were likely to report. Discussion considers how group membership as a college student can be both beneficial and detrimental to one’s life satisfaction and personal growth and initiative.

Comments

Presented at the Society for the Study of Emerging Adulthood in Charleston, South Carolina in June 2025.

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