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Poster ID #347


In the last 15 years, a new body of research looking at the development of individuals within the age range of 18 to 25 has emerged. Fifty years ago, this developmental period was marked by what are now deemed “adult” responsibilities such as marriage and parenthood. In present times however, we have found that more and more individuals are using this period as a time to obtain an education, and form self identity. Research looking at this population has unearthed distinguishing characteristics that set them apart from other developmental groups (Arnett & Taber, 1994). For emerging adults undergoing the transition to parenthood, the introduction of a child into that self identification process could drastically change the outcomes of that process. The transition to parenthood has been found to be a period marked by rapid identity formation and development (Delmore-Ko, 2001). The impacts on of experiencing these, and the changes associated with emerging adulthood simultaneously could significantly change developmental patterns in both domains. Indeed, individuals going through multiple developmental changes, or whom have increases in role overload, are less likely to successfully navigating the transition to parenthood (Perry-Jenkins, Goldberg, Pierce, Sayer, 2007; Palmer, 2004).


The Annual Mary Lou Fulton Mentored Research Conference showcases some of the best student research from the College of Family, Home, and Social Sciences. The mentored learning program encourages undergraduate students to participate in hands-on and practical research under the direction of a faculty member. Students create these posters as an aide in presenting the results of their research to the public, faculty, and their peers.

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Family, Home, and Social Sciences


Family Life

Parental Stress as a Mediator for Relationship Satisfaction and Child Well-being between Two Adult Developmental Groups