Positive Functioning in Emerging Adulthood: The Role of Psychological Resources and Structural Vulnerability

Emerging adulthood is a developmental period characterized by identity exploration, instability, and significant psychosocial transitions, during which psychological resources may play an important role in adaptation and well- being (Arnett, 2000). Within this context, social-emotional learning (SEL) competencies - self-awareness, self-management, social awareness, relationship skills, and responsible decision-making - are foundational for positive functioning (CASEL, 2020). The present study aims to examine the relationships between social- emotional (SEL) competencies, self-efficacy, psychological well-being, civic engagement, resilience, and developmental crisis among emerging adults, while also exploring the role of structural vulnerability. This research aims to also identify whether structurally vulnerable young adults differ in SEL competencies from their non-vulnerable peers, and whether stronger SEL competencies are associated with greater resilience and positive functioning. The study will use a mixed-methods design combining quantitative survey data and qualitative open-ended responses collected from emerging adults aged approximately 18–30 years, including both Hungarian and international emerging adults. Besides preliminary correlational analyses, quantitative analyses include regression models, and group comparisons, while the qualitative component explores participants’ subjective experiences of coping with disadvantage, exclusion, and developmental challenges. The study contributes to a better understanding of protective psychological factors in emerging adulthood and to provide insights relevant for mental health promotion, student support, and social-emotional learning interventions in higher education contexts.