Understanding the relationship between family environment and psychological well-being in disconnected emerging adults: A mixed methods approach

Emerging adulthood, the developmental period between the ages of 18-25, is known as a period of change and exploration (Arnett, 2000) and is seen as a transitional period during which positive development can occur (Masten et al., 2004). As positive psychological well-being during late adolescence has been linked to greater overall health and fewer risky behaviors in young adulthood (Hoyt, Chase-Landsdale, McDade, & Adam, 2012), it is important to assess the factors that might promote successful development and transition to adulthood. This study examines the relationship between family environment and psychological well-being in a population of disconnected emerging adults attending a General Education Development (GED) program. A sequential explanatory mixed methods approach was implemented to explore the complexities of the family environment and its relationship with psychological wellbeing in emerging adults. A model of psychological well-being was proposed that includes measures of emotional symptoms, interpersonal adjustment, self-acceptance and social competence. Additional models were proposed to further explore the role of social competence as both a component of psychological well-being and to assess whether it is better represented as a predictor of psychological well-being or a mediator of the relationship between family environment and psychological well-being. Ninety-five emerging adults participated in phase I (quantitative) and thirty-five emerging adults participated in phase II (qualitative) of the study. All data were collected with questionnaires, interviews and focus groups. Results from this study support the hypothesis that there is a relationship between family environment and psychological well-being. Social competence appears to be statistically supported in several roles; however, removing it from the model of psychological well-being appears to be best. Furthermore, results suggest that social competence may be better represented as either a predictor of psychological well-being or a mediator of the relationship between family environment and psychological well-being. Qualitative analysis revealed that family influence was identified as a factor contributing to success in the GED program and a barrier to success as well. Furthermore, participants spoke to the importance of relational factors, emotional support and financial support in pursuing a GED. Implications for clinical practice and future research are discussed.