Emerging Adulthood in Pakistan: Lived Experiences and Mental Health Implications

Foundations of Emerging Adulthood Theory

Research studies in Western contexts consistently indicate that emerging adults navigate a mixture of opportunities and challenges. Young adults experience increased freedom, exploration, and personal growth, alongside stress, uncertainty, and identity-related concerns. Moreover, research suggests that life events during emerging adulthood can shape long-term mental health outcomes, exerting lasting effects into adulthood (Demiray et al., 2009; Tanner, 2016). Survey research by Arnett and Schwab (2012) has further highlighted the contrasting emotional experiences of emerging adulthood. They found that emerging adults in the United States described this period as exciting and full of freedom, but simultaneously reported elevated stress, anxiety and depressive symptoms. These mixed emotions reflect the struggle between seeking autonomy and feeling uncertain about future, a pattern that can be shaped by cultural context.

Emerging Adulthood in Non-Western and Collectivistic Contexts

Since the Arnett’s theory was first proposed, researchers have examined emerging adulthood in diverse cultural settings to determine its generalizability and contextual variations. Findings from non-Western societies suggest that while the dimensions of emerging adulthood appear across cultures, their expression is often shaped by cultural norms. For instance, Kok’s (2015) qualitative study in Malaysia found that instability and relational challenges were particularly salient among emerging adults experiencing depression, especially during transitions such as moving from high school to university or forming intimate relationships. Similarly, Fathi et al. (2018), in a collectivistic context of Iran, reported that university students frequently identified themselves as being “in-between,” reflecting the ambiguity of this developmental stage. While four of Arnett’s dimensions were strongly endorsed, instability appeared less prominent, pointing toward unique cultural variations.

In a similar vein, Seiter and Nelson’s (2011) found that Indian emerging adults were generally optimistic about their transition to adulthood, expecting better life outcomes than their parents in areas such as career success, financial well-being, social relationships, and overall quality of life, highlighting the role of cultural values and generational comparisons. Furthermore, Othman and Jaafar (2022) reported that among Malaysian emerging adults, instability and self-focused traits significantly predicted depression and anxiety, indicating links between developmental experiences and mental health outcomes. Collectively, these studies suggest that although emerging adulthood is evident across diverse non-Western contexts, its core features may manifest differently depending on the broader socio-cultural context. In collectivistic societies, the experience of autonomy, instability, and identity exploration is often shaped by relational obligation and social expectations, which may influence how emerging adults perceive their transition and how it affects their mental health.

Emerging Adulthood in a Pakistani Context

In Pakistan, research on emerging adulthood remains limited but is gradually expanding. Existing studies suggest that the transition to adulthood is undergoing noticeable shift, particularly in urban and educated populations. For instance, Alvi and Ahmad (2018), using a mixed-method design in one of the major cities of Pakistan, i.e., Lahore, highlighted changing patterns in the transition to adulthood, including delayed marriage, increased prioritization of education and employment, and evolving attitude toward extended family structures. Their findings also suggested a growing orientation toward individualistic values, although parental involvement remained central in shaping emerging adults’ life decisions.

Similarly, Hassan et al. (2019), in a qualitative study with Pakistani emerging adults aged 18–24, found that emerging adults actively negotiate tensions between personal identity exploration and strong societal norms. Rather than passively complying with cultural expectations, participants actively negotiated and reconciled normative pressures with their personal goals, indicating that emerging adults adopt flexible strategies to balance autonomy with socio-cultural obligations. More recently, Numan et al. (2024) examined perceived adult status among Pakistani emerging adults and reported that while many participants identified themselves as adults, a substantial proportion still viewed themselves as being “in-between,” highlighting one of Arnett’s core dimensions. Collectively, these studies indicate that the transition to adulthood in Pakistan is marked by ambivalence, family involvement, and shifting social expectations.

Adding further depth to the Pakistani context, Shah et al. (2025) explored the concept of waithood and demonstrated how economic uncertainty, gendered expectations, and family involvement contribute to delayed entry into conventional adult roles. Their findings emphasized that prolonged dependency does not necessarily reflect passivity; rather, participants often adapt and negotiate constraints in ways that align with their circumstances and available opportunities. The findings underscore the relational nature of emerging adulthood in Pakistan, where family dynamics, social class, and gender are interrelated to shape opportunities and constraints.

Taken together, these studies indicate that Pakistani emerging adults may navigate both opportunities for personal growth and challenges that can impact psychological well-being. The literature emphasizes the importance of addressing mental health concerns during this transitional stage, as emerging adulthood is widely recognized as a psychologically challenging developmental phase. In Pakistan, where higher education is expanding and emerging adults face strong normative pressures alongside economic and social uncertainties, there is a pressing need for in-depth investigation into how emerging adults experience and interpret this transition.

Research Gap and Rationale for the Present Study

Although the above studies provide preliminary evidence that emerging adulthood is a relevant developmental phase in Pakistan, the existing literature remains limited in both scope and explanatory depth. Most Pakistani research has focused on broad socio-cultural influences (e.g., family involvement, shifting norms, and economic constraints) or has examined specific outcomes such as perceived adult status, rather than providing an in-depth exploration of how emerging adults themselves subjectively experience this developmental stage. Moreover, qualitative research examining how the core dimensions of Arnett’s theory are expressed within Pakistan’s collectivistic and tightly normative context remains limited. Therefore, the present study addresses these gaps by providing an in-depth qualitative investigation of Pakistani university students’ lived experiences of emerging adulthood, while also identifying culturally specific features that may extend or challenge Arnett’s framework. A qualitative Reflexive Thematic Analysis (RTA) approach is particularly appropriate, as it allows for a detailed exploration of participants’ lived experiences and the meanings they attach to this transitional phase. Additionally, focusing on university students provides an important context in which identity exploration, uncertainty, and mental health concerns may be particularly salient, offering a psychologically relevant perspective that remains underexplored in prior Pakistani research.

Research Questions

Building on the literature, the present study addresses the following research questions:

• How do Pakistani emerging adults experience the transition to adulthood?

Participants

A non-probability purposive sampling strategy was used to collect the sample for the present study. Participants were selected based on the criterion that they perceived themselves to be in the transitional phase between adolescence and adulthood, meaning they did not yet fully identify themselves as adults. This was assessed during recruitment using a brief screening question: “Do you think you have reached adulthood?” with the three options: yes, no, and in some respect yes, in some ways no. This classification method has been widely used in previous research (e.g., Nelson & Barry, 2005; Seiter & Nelson, 2011). Only those who answered “no” or “in some respects yes, in some ways no” were included. Ten university students (5 male and 5 female) aged 18 to 25 years (M = 21.2, SD = 2.53) from two public and two private universities in Lahore were selected. To ensure anonymity, participants were assigned numbers (see Table 1).

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Table 1.

Demographic Characteristics of Participants (N = 10)

Participant	Gender	Age in years	Education	Living arrangement	Relationship status	Working status
P1	Male	23	BS(Psychology)	With parents	Single	Student
P2	Female	21	BS (Economics)	With parents	Single	Student
P3	Male	22	BS (Psychology)	University residence/Hostel	Single	Student
P4	Female	24	MS (Health psychology)	University residence/Hostel	Engaged	Student
P5	Female	22	BS (Mass Com.)	With parents	Single	Student with part-time job
P6	Male	25	MPhil (English Literature)	University residence/Hostel	In relationship	Student with part-time job
P7	Male	21	BS(Psychology)	With parents	Single	Student
P8	Female	19	BS(Psychology)	With parents	Single	Student
P9	Female	18	BS(Nutrition Sciences)	With parents	Single	Student
P10	Male	18	B.Com Hons.	University residence/Hostel	Single	Student

University students represent an important subgroup of emerging adults in Pakistan as they are typically engaged in prolonged education and identity exploration and they experience delayed transitions into traditional adult roles (e.g., marriage, financial independence). Moreover, higher education enrollment in Pakistan has expanded significantly, making students a large segment of the emerging adult population. While not all emerging adults in Pakistan attend university, this subgroup provides valuable insights into how emerging adulthood is experienced in a rapidly changing sociocultural environment. The sample was therefore appropriate for the study’s objective of understanding the lived experience of this developmental phase.

Procedure

First, the research proposal was approved by the Departmental Board of Studies and Advanced Studies Research Board (ASRB) of Lahore College for Women University, Lahore. Permission was obtained from the respective authorities of each University of participants. Each participant was interviewed individually at their own University campus by the first author in a private and comfortable place. Participants were briefed about the nature and purpose of the study, and informed consent was taken from each of them. A semi-structured interview schedule was developed to elicit detailed accounts of the diverse experiences of emerging adults in Pakistan. The interview schedule focused on issues related to the transition from adolescence to adulthood, with particular emphasis on the dimensions of emerging adulthood. The interview consisted of 22 questions in three sections focusing on (a) transition from adolescence to adulthood (e.g., “What are the changes this phase bring to your life and how do these changes affect you?) (b) dimensions of EA (e.g., Do you think you have explored everything about yourself or there is still something to be explored? and (c) relationships with others and society (e.g., How would you define your relationship with your parents during this transitional phase?). These sections were structured from prior literature, with the first exploring Pakistani emerging adults’ lived experiences and the second focusing on the phase of emerging adulthood and related experiences. The third section aimed to explore the relationships with society which plays an important role in emerging adults’ well-being. To get detailed responses, probes and prompts followed questions. The full set of interview questions is presented in the Online Appendix.

The interview schedule served as a flexible guide to ensure coverage of all key areas while allowing participants to respond freely to maintain the natural flow of discussion. Each interview lasted about an hour on average (ranging from 38 minutes to 1 hour and 22 minutes). Respondents were given the opportunity to request a summary of the research findings. All the interviews were audio recorded with participants’ permission and transcribed later. Interviews were conducted in both languages, i.e., Urdu and English, to allow participants to express themselves the way they preferred. Later, Urdu phrases were translated into English while transcribing data.

Analytical Approach

Reflexive thematic analysis (RTA) was employed to identify patterns of experience from the participants’ perspectives (Braun & Clarke, 2006, 2013). Although RTA offers theoretical flexibility, it is not atheoretical; thus, the ontological and epistemological assumptions guiding data collection and analysis must be acknowledged (Braun & Clarke, 2021). This study adopted a critical-realist ontology combined with a constructivist epistemology (Maxwell, 2012), recognizing the existence of a reality shaped by human interpretation, culture, language, and perspectives (Braun & Clarke, 2013). In an attempt to combine critical-realist ontology with constructionism, participants’ accounts were sought as meaningful reflections of their embodied, lived phenomenological experiences, while also acknowledging that these experiences are influenced by individual and social factors. The study was theoretically informed by Arnett’s framework of emerging adulthood, which guided the development of the interview guide and ensured that key domains were explored. However, the analysis itself was primarily inductive at the level of coding and theme development, allowing patterns to emerge from participants’ accounts and prioritizing culturally grounded interpretations rather than being forced into pre-existing theoretical framework.

While conducting interviews, the first author remained mindful of minimizing the influence of her prior knowledge and experience on data collection and analysis, using reflexivity to enhance understanding of participants’ contexts. The first author is a Pakistani female researcher in her early thirties with formal training in psychology and qualitative research methods, and has prior academic and clinical exposure to emerging adulthood-related concerns. This cultural, linguistic, and partial age proximity supported rapport-building and encouraged participants to openly share their experiences. Data were analyzed using a bottom-up approach (Braun & Clarke, 2013), focusing on participants’ explicit meanings and the contexts in which the accounts were produced. Reflexive thematic analysis was conducted using a six-step iterative process: data familiarization, initial coding, theme development, theme review, theme refinement, and report writing.

All transcribed interviews were read multiple times to ensure deep familiarity with the data. In the first phase, initial codes were generated inductively, staying close to the participants’ language and meanings. These codes were then organized into broader patterns through constant comparison, leading to the development of preliminary themes. These themes were iteratively reviewed and refined to ensure coherence with themes and clear distinction between themes. Representative quotations were selected to illustrate each theme. At each stage of data analysis, the first author consulted the second author to gain alternative perspectives, critically examine differences in interpretation, and ensure analytical transparency. A comprehensive record of coding and theme refinement decisions was kept to ensure transparency and trustworthiness. Through this iterative and collaborative process, the final set of five major themes and associated subthemes was generated.

Theme I: Unprecedented Experiences

This major theme captures the novel and unique experiences that emerging adults in Pakistan encounter during the transitional phase between adolescence and adulthood. These experiences are unprecedented because they differ qualitatively from earlier life stages and require new psychological and social adjustments. Three subthemes were identified: social exploration and adaptation, self-focused phase, and psychosocial moratorium.

Another key aspect of this phase was social exploration, which involved engaging with new social environments and adapting to unfamiliar contexts. Participants described encountering diverse lifestyles and norms that differed from their earlier experiences, requiring them to adjust socially and emotionally. Participant 4 (age 24, female) highlighted this challenge:

“I have spent six years in the hostel (University residence). So when you come out of your home it takes a lot of time to adjust to a new environment and to find people like you.”(P4)

Participants frequently discussed the struggle to connect with others and the emotional demands of navigating unfamiliar settings. This was particularly evident among those who moved from small towns to urban contexts, where cultural norms and daily interactions differed significantly. The analysis highlighted feelings of isolation and the effort required to establish new social connections. For example, participant 9 (age 18, female) explained:

“I am from a small town, and there people give more importance to values and norms. There (in Lahore) environment is a bit different and maturity is to take both things together.”

The analysis suggested that social exploration in Pakistani emerging adult involves not only expanding social networks but also negotiating cultural identity. Participants had to balance inherited moral and family-based values with the demands of urban university life. Thus, “maturity” was described as the ability to manage both worlds, reflecting a culturally specific form of identity development shaped by collectivistic norms and strong value systems. Participants also described adapting to new urban influences, while gradually developing flexibility and interpersonal competence.

Analysis further indicated that emerging adulthood in Pakistan is marked by a self-focused phase, where individuals prioritize personal goals, career development, and self-improvement. However, this self-focused phase appeared less individualistic and more closely tied to socially valued goals such as career success, family expectations, and future responsibility. Participants described a shift from the externally directed routine of adolescence to a more purposeful focus on personal development. For example, participant 3 (age 22, male) reported:

“Currently my focus is my own self for instance my studies, improvement in myself, and all that. In [secondary] school, our focus was just to study, we didn’t know why we needed to study. But after entering college I realized that I needed to make a career and excel in it.”

The analysis also revealed that this self-focus phase is culturally shaped, where this phase is facilitated by financial and emotional support from family, which allows individuals to pursue personal objectives while delaying traditional adult responsibilities. In Pakistani context, self-focus does not reflect detachment from family, but is facilitated by strong financial and emotional support from family. Rather than complete independence, Pakistani emerging adults described a form of supported autonomy, where families provide resources and stability while allowing them to focus on self-development.

The psychosocial moratorium also emerged as a key feature of this transitional phase, reflecting participants’ deliberate postponement of long-term commitments, such as marriage or permanent caregiving roles, to explore life choices. However, this moratorium appeared strongly shaped by cultural expectations, as participant often framed delay not as rejection of traditional roles but as a need to become ready and stable before fulfilling them. Participant (age 21, female) shared:

“I need more time to be in a relationship or get married. I don’t think I would be ready even after the age of 24. I need more time for myself for my career.” (P2)

The above quotation indicated her decision to postpone traditional adult roles and prioritize other aspects of life over forming long-term personal commitments. In Pakistan, where marriage is considered as important marker of adulthood, postponement reflected a negotiation between personal aspirations and traditional expectations, rather than a complete disengagement from cultural norms.

Participants also emphasized the central role of parental support in making this moratorium possible. For example, participant 7 (age 21, male) shared his point of view:

“My parents have given me the space to just focus on my life to cope with the societal challenges and learn new things. I have complete financial support from my parents and I think it’s better to just focus on your life without responsibilities.”

The analysis showed a distinctly Pakistani pattern of family-supported moratorium, where parents provide financial security and emotional reassurance, allowing emerging adults to delay adult responsibilities while focusing on education and self-development. In this context, moratorium is not experienced as a complete freedom from obligation, but as a socially negotiated phase enabled by family investment and collective hopes for emerging adults’ future success.

Overall, the findings suggested that while features of emerging adulthood described in Western literature (such as self-focus, moratorium, and feeling in-between) are evident in Pakistan, they manifest in culturally specific ways. The transition is shaped by strong family involvement, moral and social expectations, and the need to balance traditional values with modern urban demands.

Theme II: Sense of Self

This theme reflected an important psychological dimension of emerging adulthood that is closely linked to emerging adults’ mental and emotional well-being. Sense of self refers to the process of developing a clearer understanding of personal identity, values, beliefs, and life goals. It is a crucial aspect of self-realization and personal development during the life stage of emerging adulthood. In the present findings, this process was not only described as a developmental milestone, but also as a source of psychological stability and resilience. This theme highlighted the multi-dimensional nature of the sense of self, encompassing self-autonomy, the awareness of one’s self, and the commitment to personal growth and development.

Self-autonomy refers to emerging adults’ ability to make independent decisions and direct their own lives. Participants emphasized balancing external advice with personal choice, highlighting a shift from reliance on others to self-sufficiency. For instance, decisions regarding career or educational paths were made autonomously, often with supportive family endorsement, reinforcing confidence in their choices. For instance, participant 2 (age 21, female) reflected:

“I was independent in choosing the major subject for my degree. Family is involved in my decision but the final decision was mine.”

The analysis highlights the importance of developing inner strength and the capacity to manage one’s life independently, which is a critical component of self-autonomy during emerging adulthood. Participant 6 (age 25, male) described his experience of living alone:

“I live alone and I quite enjoyed that too. I make my own decisions. I can do what I want.”

The analysis illustrates how independent living provides emerging adults with both practical and psychological opportunities to exercise control over their daily lives. Moreover, the ability to make independent decisions without constant reliance on others fosters the development of self-regulation, responsibility, and confidence. Living independently or achieving financial autonomy further enhanced participants’ sense of control and empowerment. The analysis indicates that self-autonomy fosters mental well-being by providing emerging adults the freedom to make deliberate choices and take responsibility for their own lives.

Self-exploration emerged as a continuous and dynamic process, central to the development of the sense of self during emerging adulthood. Participants actively sought to understand their strengths, weaknesses, interests, and values, and described how experiences such as engaging in new activities or encountering failures facilitated this exploration. For example, Participant 8 (age 19, female) stated,

“There is a part of me I am not aware of. I am still exploring a lot about myself.” (P8)

This quote reflects the participant’s awareness of the unknown self and highlights the ongoing nature of self-exploration, which contributes to identity formation and personal growth. The analysis further revealed that environmental opportunities play a crucial role in shaping this process. Exposure to both supportive and challenging contexts enables emerging adults to uncover latent abilities, refine self-perceptions, and develop a more coherent and empowered sense of self. Participants suggested that this process could be emotionally demanding, as uncertainty about the self sometimes contributed to confusion and self-doubt. However, greater self-awareness also appeared to strengthen confidence and psychological well-being by helping them gain clarity about their identity. Overall, self-exploration during this phase is context-dependent, shaped by life experiences and opportunities, and acts as a foundation for self-growth and identity development.

The last subtheme under the “Sense of Self” theme was self-growth, which is referred to as the ongoing process of personal development in emerging adulthood. It is characterized by a growing awareness of one’s potential and an active effort to enhance strengths, address weaknesses, and move toward a more refined and genuine sense of self. The analysis revealed that participants often acknowledged their weaknesses, which is a crucial first step in the process of self-growth, as it allows emerging adults to identify the specific aspects of their self that need improvement. The analysis also revealed the participants used a proactive approach to addressing their challenges by seeking help and taking concrete steps to improve them. A participant (age 22, female) shared:

“I took a semester break and did some other courses to groom myself. Now I feel more positive as a person and my patience level has increased.” (P5)

Self-growth reflects the active process of personal development, where emerging adults address challenges, enhance skills, and cultivate confidence. Participants reported improvements in communication, academic and professional competencies, and emotional regulation, often facilitated by deliberate efforts such as seeking mentorship, taking on new responsibilities, or developing positive habits. Education was highlighted as catalysts for self-growth, allowing emerging adults to gradually develop a more positive and confident sense of self. Overall, the findings indicated that the developed sense of self contribute to emotional strength of emerging adults and help them cope with uncertainty and life pressures.

Theme III: Social Wellness

The theme of social wellness emerged as a significant aspect of the participants’ overall well-being, encompassing various dimensions of their social functioning and connectedness. The analysis indicated that emerging adults’ ability to feel socially connected shape not only their sense of belonging but also their experiences of loneliness, stress, and social well-being. Within this theme, four key subthemes were identified: social integration, social coherence, social influence, and social contribution. These subthemes collectively highlight how emerging adults perceive their role in society, maintain meaningful relationships, and derive a sense of belonging and purpose from their social interactions, ultimately influencing their mental well-being.

The first subtheme that emerged under the broader category of social wellness was social integration, which involves the degree to which individuals feel they belong and are connected within their social networks. Social integration is an important aspect of emerging adults’ social wellness because it affects overall mental health. For instance, Participant 6 (age 25, male) reported:

“Sometimes I consciously try to fit into society, but I feel lonely. I struggle to engage in casual conversations about daily life or jokes, and feel more comfortable discussing philosophy or general ideas.”(P6)

The statement reflects the individual’s struggle to fit into social groups and engage in typical social conversations. This struggle to connect with peers could foster loneliness and vulnerability to a sense of inadequacy. Participant 5 (age 22, female) similarly stated:

“Initially I was so naive to understand inside jokes so people used to make fun of me and I felt like I don’t fit into this social circle.” (P5)

The analysis reflects the participants’ struggle to fit into social groups and engage in typical social conversations. Their experience highlights a common challenge in social integration, where individuals may feel marginalized or left out because they do not fully understand social cues. The participant’s experience indicates that social integration involves not only understanding and adapting to group norms but also gaining acceptance and a sense of belonging within a social circle. The analysis indicated that reduced sense of social integration function as a stressor that undermine participants’ social well-being, while heightened sense of integration could serve as a protective factor by enhancing belongingness and reducing isolation.

The second subtheme of social wellness that emerged through reflexive thematic analysis was social coherence. Here social coherence refers to how effectively emerging adults perceive their social surroundings to be understandable, meaningful, and consistent. It involves how emerging adults make sense of social behaviors, values, and broader societal changes. For instance, participant 9 (age 18, female) shared her stance about her society’s values:

“I think our religious and old societal values are good and they should remain as they are.” (P9)

Participant 10 (age 18, male) also shared his belief in the importance of preserving existing cultural values and traditions:

“Values and culture should remain same.” (P10)

His statement reflects his stance on the preservation of traditional values and culture as a means of maintaining societal cohesion. But he further added:

“But our generation has adopted so many such things, those should be changed.” (P10)

The analysis indicates that the second statement of Participant 10 critically analyzes the modern behaviors and practices that the current generation has embraced. It suggests that the new behaviors adopted by the younger generation are not aligned with the fundamental cultural and societal values pointing out a discrepancy between traditional values and contemporary behaviors of the younger generation. In a similar vein, another participant (age 23, male) also reported:

“I think our society and people are moving towards toxicity. Our elders have very cultured personalities. On the other hand people of my generation are getting very selfish. They can modify anything for their advantage.”(P1)

The above statement suggests a perception that traditional social values, which were upheld by older generations, are fading. The participant perceives the younger generation as increasingly self-centered, leading to a perceived decline in moral and ethical standards. The participants’ perception that society is becoming “toxic” or morally inconsistent appeared to create frustration, mistrust, and emotional discomfort. Conversely, those who perceived societal values as meaningful seemed to experience greater social clarity and security, which support resilience during the uncertain transition of emerging adulthood.

The third subtheme under social wellness is social influence, which refers to the way individuals’ behaviors, beliefs, and decisions are shaped by societal expectations, peers, or indirect messages from social context media. Emerging adults described experiencing strong social pressure and judgment:

“Society is judgmental and sometimes I feel a crushing burden on my shoulders. There are very rigid norms that you have to follow otherwise people will not consider you as part of their society.” (P6: age 25, male)

The statement reflects a strong sense of societal judgment, where the use of ‘you’ generalizes the experience as a shared or collective experience rather than an individual one. The reference to a ‘crushing burden on my shoulders’ highlights the weight of rigid norms and the pressure to conform, showing how social influence can have significant psychological implications. Such social pressure may contribute to heightened anxiety, reduced self-expression, and difficulty developing autonomy those are the key developmental tasks of emerging adulthood. In this way, rigid societal expectations functioned as an ongoing stressor that negatively shaped participants’ mental well-being.

The analysis also showed that the tension between emerging adults’ desire for autonomy in career decisions and the controlling influence of extended family members, leading to frustration over perceived loss of personal freedom. Participant 1 (age 23, male) reported:

“Even when I was sure I wanted to do this… my extended family opposed my decision about my career. I was like why is everyone involved in my life’s decisions? That’s why I felt a lot of freedom issues.” (P1)

Theme IV: Parent-Emerging Adult Relationship

The theme refers to the evolving relationship between parents and their children as they transition into adulthood, marked by increased independence, mutual respect, and a shift toward more equal and understanding interactions. The analysis underscored that parental relationships played a central role in emerging adults’ psychological adjustment during this challenging developmental phase. Participants consistently described the parent-child relationship as one of the most important relationships during the transition from dependency (adolescence) to a relatively independent state (emerging adulthood). Notably, participants’ accounts suggested that supported parental relationships served as a protective factor for mental health by enhancing emotional support, confidence, and coping.

Evolving parental relationship is a subtheme that refers to how a parent-child relationship evolves and develops as the children get older, especially when they are in the phase of transition from adolescence into adulthood. The analysis revealed that this relationship develops, changes, and evolves throughout time, often becoming more harmonious, understanding, and respectful of one another. Participant 5 (age 22, female) reported:

“My relationship with my parents has improved in the sense that they have started giving me respect. They started giving value to my point of view.” (P5)

This improvement in relationship reflects a developmental shift where parents begin to acknowledge their child’s growing maturity and individuality. Such recognition appeared to positively influence emerging adults’ self-worth and provide them with a secure relational base during a period often characterized by uncertainty and identity exploration.

The subtheme parental involvement and boundary settings describes a way of parenting in which parents take an active role in their child’s life and yet establish boundaries that are clear enough to ensure the child’s safety and well-being. As children grow, especially into emerging adulthood, the boundaries and the level of involvement often change to accommodate the emerging adult’s growing autonomy and independence. For instance, one of the participants (age 21, male) reported:

“They (parents) had a check on me like in school and college, what I do where I go and all that, but now they trust me. They know that I will not do anything wrong.” (P7)

The analysis indicates a shift from parental control to greater autonomy, where initial rigid supervision gradually evolves into trust and independence. The evolution from close supervision to trust and independence marks a significant positive development in the parent- emerging adult-child relationship. This transition from monitoring to trust may reduce anxiety and tension within the household, allowing emerging adults to experience greater psychological freedom, autonomy, and confidence in decision-making. Participants gradually reinterpret parental involvement not merely as restriction but as emotional care and protection. As one participant (age 19, female) noted:

“In our teenage years, we're like, Why are parents always questioning? But as you grow older, you realize that you need someone who cares for you”. (P8)

Parental concern becomes perceived as a form of social support rather than control which may support emotional regulation and coping of emerging adults. In addition, healthy boundary setting may function as a balance between autonomy and connectedness, which positively impact emerging adults’ mental health.

The subtheme parental support and expectations reflects the dual role of parents—providing emotional and practical support while upholding expectations for their children’s accomplishments. This balance facilitates the positive development of emerging adults and their relationship with their parents. When emerging adults feel safe to share problems and receive reassurance, parental expectations may function as motivation rather than pressure, thereby strengthening resilience and reducing psychological distress. Participant 3 (age 22, male) shared:

“My parents have many expectations, but I never feel pressured. I can openly share my problems with them and always find their support.” (P3)

The analysis of the statement explained the dual aspects of parental support and expectations. A strong sense of obligation to meet his parents’ hopes and expectation is created by this dynamic. While this obligation can foster motivation and achievement, it may also increase vulnerability to stress, guilt, or fear of failure if expectations become difficult to fulfill. This reflects the complex psychological role of parental expectations in shaping emerging adults’ mental health. A female participant (age 22) emphasized parental encouragement toward self-sufficiency:

“My father literally encouraged me to earn and to spend money. He always says you should be financially independent—even if you are a girl you should have a well-established career.” (P5)

This reflects not only parental support but also progressive expectations that challenge traditional gender norms and promote autonomy. Overall, the analysis reveals that supportive and respectful parental involvement was associated with reduced conflict and greater psychological stability, whereas overly rigid involvement or intense expectations could increase stress and distress. Thus, parental relationships contribute to the psychological foundation during emerging adulthood.

Theme V: Emotional and Psychological Well-Being

The theme of emotional and psychological well-being captures the internal experiences and coping mechanisms individuals engage in while navigating the transitional phase of emerging adulthood. This theme reflects how individuals make sense of their emotional states, manage psychological challenges, and seek resources for support. The first subtheme was feelings of uncertainty and optimism. These dual feelings are contrasting emotional states that often coexist, particularly during the phase of emerging adulthood. In emerging adulthood, it is common to experience both simultaneously. For example, Participant 4 (age 24, female) shared her mixed feelings toward her present and future life:

“This phase of my life is so unstable and uncertain but at the same time I am hopeful about my future.” (P4)

Participant 1 (age 23, male) shared:

“I am very much excited about my further studies but sometimes things are really uncertain. If things go the way I have been planning then I know what I want to do.” (P1)

In the above quotation, the excitement expressed indicates a strong sense of anticipation for what is to come. This reflects a positive outlook and eagerness to engage with new academic challenges. The phrase “sometimes things are really uncertain” captures the unpredictability and potential challenges that might arise. The analysis suggests that uncertainty and optimism coexist as complementary forces: uncertainty prompts caution and reflection, while optimism motivates goal-directed behavior.

The subtheme of emotional regulation emerged as a key aspect of emotional and psychological well-being, highlighting the capacity to recognize, understand, and manage emotions effectively during emerging adulthood. Participants shared how, over time, they learned to control impulsive reactions, accept differing opinions, and develop healthier emotional responses. For example, some described moving from resistance and sensitivity in relationships to greater understanding and acceptance of others’ perspectives. Others reflected on how idealized friendships in adolescence gave way to more realistic expectations in adulthood. Experiences of heartbreak, relational pressures, and societal criticism were common, yet participants emphasized their efforts to process these challenges positively and grow from them. For instance, one of the participants (age 23, male) shared the complexity of emotional regulation in the context of relationships:

“I broke up and it really hurt and I still feel that something is missing. But you have to move on and I have moved on now.”(P1)

The subtheme of seeking and utilizing support highlighted how emerging adults rely on family, friends, faith, and professional help to cope with emotional challenges. Participants emphasized turning to trusted relationships for guidance and encouragement, especially in times of failure or stress. Faith and religious practices also emerged as key sources of strength, particularly during periods of isolation or emotional struggle. Some participants shared how their connection with religion deepened over time, while others spoke of rediscovering faith after drifting away. Participant 6 (age 25, male) shared his experience:

“In childhood, I was deeply connected to my religion, but during university I distanced myself, believing it irrelevant to life. Now, I have returned to seeking guidance from it.”

A few also sought professional counseling for support. Overall, the analysis showed that emerging adults draw on a mix of personal, spiritual, and professional support systems to manage emotional difficulties and enhance their well-being.