Peer-reviewed article
Adolescent cognitive peculiarities and the sense of emerging adulthood
Markish O, Churbanova S, Chesnokova O ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This peer-reviewed study examined the relationship between cognitive development and the subjective sense of becoming an adult in 68 adolescents aged 15-17 years. The research found correlations between self-criticism, intellectual maturity, cognitive autonomy, and progress in developmental tasks associated with the transition to adulthood. The study used multiple psychological assessment tools to measure cognitive peculiarities and emerging adulthood feelings. However, the document focuses on psychological constructs and cognitive development rather than child well-being outcomes or interventions.
Key points
- Self-criticism in cognition correlated with high maturity in intellectual activity (rs=.50; p=.002)
- Cognitive autonomy showed positive correlation with transition to adulthood tasks (rs=.36; p=.032)
- Understanding importance of professional development correlated with cognitive factors (rs=.40; p=.059)
- High value of family correlated with cognitive peculiarities (rs=.39; p=.02)
- Academic intelligence, intellectual maturity and cognitive autonomy affect progress in developmental tasks
Limitations
This is a descriptive cross-sectional study examining correlations between psychological constructs rather than evaluating an intervention or measuring concrete well-being outcomes for children. The small sample size (n=68) and lack of longitudinal design limit generalisability.
Abstract
Introduction The feeling of becoming an adult plays the role of central new mental formation reflecting the specificities of emotional experience and whole new mental state during adolescent development that is often misaligned with present day society attitude to adolescents. The study was conducted to explore the relationship linking cognitive peculiarities of senior adolescents and the sense of emerging adulthood Objectives This research was conceptualized to explore the way cognitive development peculiarities affect the progress in solving tasks of the transition to adulthood from the point of view of objective growing-up and subjective assessment of feeling of becoming an adult. Methods The study was based on Betensky’s Adolescent Window Triptych, Akimova’s Intelligence Test for Seniors, Landgarten’s Personality Collage, Sacks-Levy’s IST, Adolescent Social Self-Portrait Essay (D.B. Elkonin) and included 68 participants aged 15-17 years. Results Self-criticism degree in cognition of elder adolescents has an effect on the progress in solving specific tasks of the transition to adulthood (such as high degree of maturity in intellectual activity (rs=.50; р=.002) and cognitive autonomy (rs=.36; р=.032), understanding importance of personal professional development (rs=.40; p=.059) and high value of having a family (rs=.39, p=.02). Also correlation regression analysis provides support for high correlation between self-esteem of personal autonomy, intellect (in solving tasks for conceptual thinking), emotional autonomy and social/moral maturity variables. Conclusions It was confirmed that cognitive peculiarities of elder adolescents (such as academic intelligence, maturity in intellectual activity and cognitive autonomy) have an effect on the progress in solving specific tasks of the transition to adulthood. Disclosure No significant relationships.