Adultez emergente: na fronteira entre a adolescência e a adultez


  • Sara Monteiro Universidade de Coimbra
  • José Tavares Universidade Católica de Lovain
  • Anabela Pereira Universidade de Hull



Adultez emergente, Período desenvolvimental, Transição para a adultez.



A teoria da adultez emergente, de Jeffrey Arnett, tem sido apresentada como uma grelha compreensiva, útil na conceitualização do período desenvolvimental, que decorre entre os 18 e os 25 anos de idade. De acordo com a teoria, este período apresenta características específicas que o tornam distinto dos períodos desenvolvimentais da adolescência e da adultez e é marcado, predominantemente, pela exploração da identidade, pela instabilidade, pelo autofocus, pela vivência do sentimento


Não há dados estatísticos.

Biografia do Autor

Sara Monteiro, Universidade de Coimbra

Doutora em Psicologia pela Universidade de Aveiro (Portugal). Pós-Doutoranda
em Psicologia na Universidade de Aveiro e na Universidade de Coimbra.


ARNETT, J. J. Conceptions of the transition to adulthood: Perspectives from adolescence to midlife. Journal of Adult Development, 8, p. 133-143, 2001. ______. Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, p. 469-480, 2000a. ______. Emerging adulthood: The winding road from the late teens through the twenties. New York: Oxford University Press, 2004. ______. Emerging adulthood: Understanding the new way of coming of age. In: ARNETT, J. J.; TANNER, J. L. (Ed.). Emerging adults in America: Coming of age in the 21st century, p. 3-19. Washington, DC: American Psychological Association, 2006. ARNETT, J. J. High hopes in a grim world: Emerging adults views of their futures and of ? Generation X.? ? Youth & Society, 31, p. 267-286, 2000b. ______. Learning to stand alone: The contemporary American transition to adulthood in cultural and historical context. Human Development, 41, p. 295-315, 1998. ______. Young people? s conceptions of the transition to adulthood. Youth & Society, 29, 1-23, 1997. ARNETT, J. J.; TABER, S. Adolescence terminable and interminable: When does adolescence end? Journal of Youth and Adolescence, 23, p. 517-537, 1994. ARNSTEIN, R. L. The student, the family, the university, and the transition to adulthood. Adolescent Psychiatry, 8, p. 160-172, 1980. BIANCHI, S. M.; CASPER, L. M. Women, work, and family in America. Population Bulletin, 51(3), p. 1-48, 1996. CHICKERING, A. W. Education and identity. San Francisco: Jossey-Bass, 1969. ERIKSON, E. H. Childhood and society. New York: Norton, 1950. ERIKSON, E. H. Identity: Youth and crisis. New York: Norton, 1968. EVANS, N. J.; FORNEY, D. S.; GUIDO-DIBRITO, F. Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass, 1998. GAUGHAN, M. The substitution hypothesis: The impact of premarital liaisons and human capital on marital timing. Journal of Marriage and the Family, 64, p. 407-419, 2002. GOLDSCHEIDER, F. K.; GOLDSCHEIDER, C. Changes in returning home in the US, 1925-1985. Social Forces, 78, p. 695-720, 1999. GORE, S.; ASELTINE, R.; COLTON, M. E.; LIN, B. (1997). Life after high school: Development stress, and well-being. In: GOTLIB, I. H.; WHEATON, B. (Ed.), Stress and adversity over the life course (p. 197-214). New York: Cambridge University Press. Instituto Nacional de Estatística (2006). Indicadores sociais ? 2005. Lisboa: Instituto Nacional de Estatística. KENISTON, K. The uncommited: Alienated youth in Americam society. New York: Harcourt, 1965. ______. Youth and dissent: The rise of a new opposition. New York: Harcourt Brace Jovanovich, 1971. KLERMAN, J. A.; KAROLY, L. A. Young men and the transition to stable employment. Monthly Labor Review, 117, p. 31-48, 1994. LEVINSON, D. J. The seasons of a man? s life. New York: Ballantine, 1978. LOUREN? O, O. Além de Piaget: sim, mas devagar! Coimbra: Almedina, 1994. NICO, M. L. Autonomia habitacional não conjugal na Europa: Portugal e Finlândia. CIES e-Working Paper, n. 34, 2007. Disponível em: . Acesso em: 20 dez. 2006. PASCARELLA, E. T.; BOHR, L.; NORA, A., TERENZINI, P. Cognitive effects of 2-year and 4-year colleges: New evidence. Educational Evaluation & Police Analysis, 17, p. 83-96, 1995. PASCARELLA, E. T.; TERENZINI, P. T. How college makes the difference: A summary. In: PASCARELLA, E. T.; TERENZINI, P. T. (Ed.). How college affects students: Findings and insights from twenty years of research. p. 556-635. San Francisco: Jossey-Bass. 1991. REST, J.; NAVAREZ, D. The college experience and moral development. In: KURTINES, W. M.; GEWITZ, J. L. (Ed.). Handbook of moral behavior and development, v. 2, Research, p. 230-245. Hillsdale, NJ: Erlbaum, 1991. RINDFUSS, R. R. The young adult years: Diversity, structural change, and fertility. Demography, 28, p. 493-512, 1991. TANNER, J. L. Recentering during emerging adulthood: A critical turning point in life span human development. In: ARNETT, J. J.; TANNER, J. L. (Ed.). Emerging adults in America: Coming of age in the 21st century. p. 21-55. Washington, DC: American Psychological Association, 2006. THORNTON, A.; AXINN, W. G.; TEACHMAN, J. D. The influence of school enrolment and accumulation on cohabitation and marriage in early adulthood. American Sociological Review, 60, p. 762-774, 1995. U. S. BUREAU of the Census. Statistical abstracts of the United States: 1997. Washington, DC: Author, 1997. WU, Z.; MACNEILL, L. Education, work, and childbearing after age 30. Journal of Comparative Family Studies, 33, p. 191-213, 2002.




Como Citar

MONTEIRO, S.; TAVARES, J.; PEREIRA, A. Adultez emergente: na fronteira entre a adolescência e a adultez. Revista @mbienteeducação, São Paulo, v. 2, n. 1, p. 129–137, 2018. DOI: 10.26843/v2.n1.2009.545.p129 - 137. Disponível em: Acesso em: 27 maio. 2024.