zohreh soleimani; Elaheh Hejazi; zahra Naghsh; narjes lari
Abstract
The purpose of this study was to develop markers of adulthood and achievements of them among students and determine its validity and reliability, based on qualitative research that has already been done in phenomenological method (soleimani & Hejazi,1397). For this reason, 610 students aged 18-29 ...
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The purpose of this study was to develop markers of adulthood and achievements of them among students and determine its validity and reliability, based on qualitative research that has already been done in phenomenological method (soleimani & Hejazi,1397). For this reason, 610 students aged 18-29 (317 males, 293 females) from Tehran University were selected by available sampling. After exploratory factor analysis, a questionnaire adapted to the Iranian context for measuring adulthood markers was constructed with 46 items and Cronbach's alpha coefficient of 0.905 in six dimensions: cognitive-emotional mastery, management and regulation of tasks for goal achievement, capacity to play a role in the family, adherence to values, independence, and role transition. The results indicated that there was a developmental stage of emerging adulthood among Tehran University students, their perception of adulthood is more relevant to individual and family skills, and an individual's perception of adulthood is proportional to the acquisition of these skills. Also, the factors of employment, financial independence and the capacity to manage family for men and the capacity of child care for women are more important criteria for adulthood achievement for students
