| dc.description.abstract | Humans make efforts to manage their lives, and they do this by setting goals and
making decisions. When they commit to their decisions, they construct their identity.
This research aimed to study young people’s personal goal contents and appraisals,
and how these constructs were related to identity and career identity development and
subjective well-being. The theoretical basis of this research comprised the life-span
model of motivation (Nurmi, 2004; Salmela-Aro, 2009), the conceptualisation of phase-
adequate engagement (Dietrich, Parker, & Salmela-Aro, 2012), and the dual-cycle
model of identity development (Luyckx, Goossens, Soenens, & Beyers, 2006; Luyckx et
al., 2008). The data for the study stemmed from the ongoing Finnish Educational
Transitions Studies -research programme (FinEdu, 2013). Two samples were used. The
results showed that, at age 17, adolescents had several personal goals regarding the
future of their education, work, social relationships and income (Study I). Adolescents
who mentioned self-related ruminative types of personal goals had higher burnout and
more symptoms of depression as well as lower life satisfaction and self-esteem
compared to other adolescents. Further, the results showed that a considerable number
of young adults (40%) had a diffused or moderately diffused identity profile (Study II).
The Diffused diffusion profile was associated with more self-related personal goals and
less social relationship goals and with poor well-being. Finally, the results (Study III)
showed that career goal success expectations, effort, stressfulness in adolescence and
longitudinal changes within these constructs predicted later career identity
development, at age 26. Career goal success expectations and effort strengthened
throughout adolescence and young adulthood and was associated with adaptive career
identity development. Stress related to career goals increased over time, and it
predicted maladaptive career identity development. Personal goal contents and
processes were related to identity development and well-being. The results revealed a
darker side among a significant number of the young people who had self-focused
ruminative goals, a diffused identity profile, and ruminative identity processes
resulting in poor well-being. Overall, personal goal contents and appraisals proved to
be practical tools in assessing and supporting identity development and well-being
among young people. | |
