Cindy L. Hartman

Qualitative researchers studying narrative identity face a complex array of methodological and interpretive choices, particularly as the limitations of individualistic frameworks become more appare...

Using data from 857 young adults (18 to 35 years-old), we explored how satisfaction with education, work, romantic, and leisure experiences were associated with flourishing. We found associations between satisfaction and flourishing, even when accounting for having completed salient developmental tasks related to education, work, romantic relationships, and leisure. Although we did not find that gender (cisgender women compared to cisgender men) or developmental stage (emerging adult compared to early established adult) moderated associations between developmental domain satisfaction and flourishing, we did find gender and developmental stage differences in education, work, and leisure satisfaction as well as developmental task completion within those domains. By incorporating subjective satisfaction, this study offers nuance for understanding the transition to adulthood and the diverse ways individuals experience it.

The aim of this study was to understand the experiences of rural, first-generation college (RFGC) students in relation to dominant culturally normative expectations about postsecondary educational and workforce trajectories. The study adopted patterns of engagement with a master narrative as both a conceptual framework and unit of analysis, examining both biography and cultural ecologies as well as highlighting agency in the lives and choices of study participants. Evidence is drawn from 4 in-depth narrative interviews with each of 14 RFGC students, conducted both at school and students’ homes, from rural and small-town communities. Results show that a master narrative of College for All (CFA) is a widespread and dominant life course ideology that shapes the postsecondary experience of RFGC students. The study found three distinct patterns of engagement with this master narrative: faithful, hybrid, and utilitarian alignment. Moreover, these types of engagement seemed related to distinct patterns of agency-driven psychological wellbeing. The study contributes an anti-deficit understanding of RFGC students’ experiences and identity by focusing on the ways individuals negotiate and selectively align with dominant cultural narratives as well as the ways rural youth work to imagine new stories and possibilities.

This study examined the cultural messages informing postsecondary decision-making processes surrounding emerging adult migration from/to a predominately rural state in the northeastern U.S. Utilizing an ecological approach to sampling, this study used 27 interviews and 5 focus groups of stakeholders working in educational, employment, and quality of life sectors. Narrative analysis yielded evidence of a predominant master narrative of migration as a developmental requirement during emerging adulthood. Stakeholders spoke of normative and prescriptive expectations that emerging adults, particularly in rural areas, orient their plans and decision-making around, including leaving their home communities for developmental reasons. Implications for emerging adult development and migration, and future research on identity formation vis-a-vis master narratives are discussed.

Leisure is an important developmental context during emerging adulthood because of its inherent freedom, opportunity for challenge, and potential for identity exploration. The nature of leisure is often linked with different developmental pathways surrounding well-being and identity. This quantitative study collected free time perceptions, well-being, and identity measures from college-attending emerging adults (n = 565). Using a clustering approach, participants were grouped based on four free time perceptions measures (awareness, boredom, challenge, distress) and then compared for differences in self-esteem, depression, and identity commitment and exploration. Groupings were named based on unique free time profiles, including mastering, restoring, stagnating, and struggling during free time. Each group had significantly different perceptions of free time awareness and boredom, and groups differed in well-being and identity scores, although not exclusively. Results show the importance of addressing free time perceptions, particularly cognitive (awareness) and affective (boredom) attitudes and inform leisure-based programming and marketing on college campuses.

Study abroad provides a unique context in which opportunities for culturally relevant leisure are extremely abundant. These programs provide varying levels of cultural immersion, and culture is inherently connected to leisure. Research has demonstrated relationships between various aspects of study abroad and desired transferable skills such as intercultural sensitivity (IS). However, little is known about the relationship between frequency of participation in culturally relevant leisure and IS. This quantitative study investigated the relationship between participation in culturally relevant leisure during study abroad and level of IS. Findings suggest the importance of leisure engagement in culturally relevant media during study abroad. Implications of the use of culturally relevant leisure in study abroad and additional forms of classroom and experiential learning will be discussed.

Creativity supports interest, imagination, empowerment, intrinsic motivation, and overall engagement. Satisfied employees, who are supported in their creativity, have increased performance, motivation, and commitment. Residential summer camp is a demanding 24-hour job in which camp counselors use creativity on a regular basis via lesson planning, teaching activities, resolving conflict, and living within close proximity to coworkers. The purpose of the current study was to explore organizational support for creativity among first-year and returning staff at the beginning and end of one season of employment. Camp counselors (n = 113) participated in the current study utilizing quantitative and qualitative methods. Quantitative analysis compared pretest data on creativity to posttest items using paired samples t-tests. First-year and returning counselors indicated significant decreases in perceptions of the camp organization valuing creativity. Counselors’ self-identification as a creative employee significantly decreased among returning employees. Qualitative data analysis produced 46 independent responses and 3 content areas describing barriers to creativity, including personal (intimidation, inexperience), structural (time/money), and camp traditions (status quo) barriers. Summer camps should prioritize support for creativity as a vital component needed for a positive work culture. Ultimately, a camp mission, culture, and training, which support creativity may empower counselors (of various experience levels) to create new ideas, camp traditions, and activities.

Drawing from literature supporting top-down (i.e., well-being impacting leisure) and bottom-up (i.e., leisure impacting well-being) models explaining the bi-directional relationship between leisure and well-being, this study examines the complex relationship of well-being, leisure constraints, and leisure negotiation factors in predicting leisure-time physical activity (LTPA) rates among university students. Six hundred sixty-one university students completed an online questionnaire assessing psychological well-being (PWB), LTPA constraints, LTPA negotiation strategies, and LTPA rates. A multiple regression analysis indicated bottom-up and top-down variables jointly predict LTPA. In regards to bottom-up psychological LTPA variables, LTPA was positively predicted by LTPA planning and prioritisation skills and negatively predicted by constraints to recreation facility spaces, lack of time, and utilising financial strategies. In regards to top-down well-being, influences on LTPA, LTPA rates were negatively predicted by personal growth and positively predicted by autonomy. We highlight how the study findings might inform intentional university health promotion policies and programming, leading to a culture of student well-being through LTPA.

The school-to-work transition (STWT) is a transdisciplinary issue in which leisure-based research has been largely absent. Inspired by the conceptual framework of career adaptability, this research follows 12 early careerists (n = 12) during their first 2 years of full-time work to understand how leisure-based work values and leisure experiences evolve over time due to individual, contextual, and workplace factors. Findings suggest early careerists possess leisure-based work values when entering the workforce and adjust their leisure in individual, phenomenological, developmental, and contextual ways in the process of career adaptability. We propose leisure-based work values be explored, fostered, and managed appropriately by those affiliated with the STWT, including those working in developmental psychology, career development, organizational behavior and management, and leisure and recreation provisions. Implications for addressing leisure-based work values during the STWT are offered for these transdisciplinary stakeholders.