부산대학교 도서관

Summary: No statistically significant differences were found in commitment and exploration scores between course enrolled, academic year, gender, and ethnicity. These results suggest that identity status should be regarded as a separate construct. The analysis of qualitative interviews 1) supported the validity of the EIPQ to assess identity statuses, 2) recognized developing competence and establishing autonomy as common goals among college students, 3) identified social support and the unique opportunities available at college as crucial resources and experiences conducive to adult growth, 4) identified academic difficulties and managing emotions as valuable challenges to student's development while financial difficulties and personal crises posed detrimental obstacles, and 5) recognized that achieving individual and cultural criteria was more important in establishing adult status than biological age. Thus, college can be recognized as a source of both difficulties and opportunities toward interpersonal and professional development. More exploration should be conducted in order to address how colleges can bolster its benefits while reducing negative outcomes. Furthermore, exploring the differences within identity status may provide a better understanding of the services, resources, and experiences that may support emerging adults toward adult development.