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A one-year follow-up study examined the role of developmental challenges, personality (dependency, self-criticism, and personal efficacy), and support systems in adaptation among Israeli emerging adults (N = 236) participating in a preparatory academic program. Participants were assessed during their enrollment in the preparatory academic program and one year later, after graduation, when their academic success or failure could be determined. Personal efficacy predicted higher levels of goal investment and goal progress, as well as more positive life events. In contrast, self-criticism predicted lower goal investment, higher goal stress, and a reduced number of positive events. Self-criticism also predicted elevated levels of a motivation and an increase in depressive and anxiety symptoms. Paternal social support predicted young people's more favorable adaptation one year later. Among young adult males, academic failure predicted later level of symptoms and more negative events. These findings encourage further examination of the role of personality and family relationships in the transition to adulthood. [ABSTRACT FROM AUTHOR]

Abstract: The authors examined the personality and motivational underpinnings of goal construction among Israeli young adults participating in a preparatory academic program (N =236). Participants with a strong sense of efficacy reported elevated project investment and intrinsic and identified motivation, a positive project appraisal, and reduced amotivation. In contrast, self-critical participants reported reduced intrinsic motivation and elevated amotivation, and a negative project appraisal. These findings emphasize the role of personality and motivation in goal construction during young adulthood, and confirm conceptualizations of efficacy and self-criticism as respectively representing adaptive and maladaptive aspects of self-definition. [Copyright &y& Elsevier]