1 Psychology, Concordia University, Montreal, QC Canada.
2 Psychology, University of Ottawa, Ottawa, ON Canada.
3 Psychology, Université du Québec à Montréal, Montreal, QC Canada.
4 Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD USA.
5 Institute for Fiscal Studies, London, UK.
6 UNICEF, New York City, USA.

In the present study, we investigated the ways in which the ideographic goal descriptions and goal appraisals of European American high school seniors reflect potentials for intentional self-development during emerging adulthood (EA), a lifespan phase characterized by increasing levels of freedom and decreasing age-graded, socially sanctioned developmental norms. Additionally, we investigated whether variation in participants' goal appraisals and the motivational qualities emergent in their goal descriptions would predict variation in dimensions of identity development, both concurrently at age 18 and prospectively at age 23. Results of an exploratory, mixed method analysis of participants' (N = 129, 56.6% male, M _age = 18.24, SD = 0.37) goal data revealed diversity in education and work goals, strong potentials for intentional self-development reflected across goal appraisals, and more nuanced reflections of intentional self-development across the motivational qualities emergent in goal descriptions. Results partially supported the hypothesis that goal appraisals and motivational qualities that reflect potentials for intentional self-development would predict kindred processes of identity development across the first five years of EA. These findings contribute to a nascent empirical literature focused on the interrelationship of goal and identity constructs during EA and suggest new avenues for future research.

Supplementary information: The online version contains supplementary material available at 10.1007/s10804-021-09386-0.