Perceived Instability in Emerging Adulthood: The Protective Role of Identity Capital

Autor/inn/en	Luyckx, Koen; De Witte, Hans; Goossens, Luc
Titel	Perceived Instability in Emerging Adulthood: The Protective Role of Identity Capital
Quelle	In: Journal of Applied Developmental Psychology, 32 (2011) 3, S.137-145 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.02.002
Schlagwörter	Burnout; Depression (Psychology); Self Concept; Adolescents; Adolescent Development; Young Adults; Symptoms (Individual Disorders); Self Esteem; Job Satisfaction; Role; Employees + Suchen Sie Ihr Suchwort? Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Selbstkonzept; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Psychiatrische Symptomatik; Self-esteem; Selbstaufmerksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Rollen; Employee; Arbeitnehmer; Beschäftigter
Abstract	Developmental instability characterizes the late teens and twenties in today's late-modern society. The present study (a) focused on the link between instability and both general (i.e., self-esteem and depressive symptoms) and work-related outcomes (i.e., work engagement and burnout) and (b) investigated the possible moderating role of identity capital acquisition (as assessed through sense of adulthood and community integration) in a sample of 202 emerging adult employees. Results indicated that instability was negatively related to self-esteem, positively to depressive symptoms, and unrelated to most components of work engagement and burnout. Several of these main effects, however, were moderated by sense of adulthood. Instability substantially impacted on several components of job burnout and work engagement when sense of adulthood was low. When sense of adulthood was high, these detrimental effects were no longer present. Implications and suggestions for future research are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10