Emerging Adulthood and University students: the case of an Educational Greek Department



In this paper, we investigate the dimensions of emerging adulthood on teacher students and possible divergences to other disciplines. The research was conducted in 2020, with the participation of 206 students of the Department of Educational Sciences and Early Childhood Education at the University of Patras in Greece. The research tool was Arnett's IDEA questionnaire (Inventory of the Dimensions of Emerging Adulthood), adjusted by the researcher. The results confirmed the emerging adulthood characteristics of teacher students, nevertheless, interesting findings were also revealed. It seems that during their studies, teacher students progressively become more conscious, more realist, and more mature, meaning they move slowly towards adulthood.


Emerging adulthood, higher education, university pedagogy, teacher students, pre-service teacher education

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DOI: https://doi.org/10.26220/mje.3662

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood EducationUniversity of Patras.

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