This study investigated emerging adulthood and transition to adulthood in Greece, a highly underresearched issue in this country. Participants were 784 university students aged 17.5-27.5 years. Criteria for the transition to adulthood, developmental features of emerging adulthood, perceived adult status, views of the future (optimism), and sociodemographic variables were assessed. The results support the existence of emerging adulthood as a distinct life period in Greece. More than two thirds of the sample were self-perceived emerging adults. Most prevalent criteria were Norm compliance and Family capacities. Developmental features of emerging adulthood ranked high, especially Identity exploration, Experimentation/possibilities, and Feeling “in-between”. Statistically significant variations emerged as a function of gender, age, living arrangement, job experience, and perceived adult status. Views of the future were cautiously optimistic. Similarities with existing data and differences related to the specific characteristics of the Southern European context are discussed.

Little research has been conducted on emerging adulthood in Greece, although sociodemographic specificities and constraints due to financial crisis are expected to reinforce prolonged transition to adulthood in this Southern European country. Using a person-centered approach, the current study aimed to examine dimensions of emerging adulthood, criteria for adulthood, and identity development among studying youth in association with personal and structural variables (i.e., gender, age, living arrangement, work experience, steady romantic relationship status, and financial adversity). Participants were 814 university students ( M_age = 19.9 years). Latent profile analysis yielded five profiles: anxious explorers in-between (29.90%), immature explorers (29.58%), emerging adults (18.30%), adult committers (12.58%), and blocked in transition (9.64%). Significant between-profile differentiation was found regarding all variables except from age and work experience. The results support the existence of emerging adulthood in Greece and indicate diverse paths to adulthood within the rather homogeneous population of studying youth in this country.

The aim of this study was to examine the associations between loneliness/social dissatisfaction and teacher-identified behavioural risk during late childhood. A broad range of behaviour problems, as well as academic adjustment, are assessed, in order to specify in which types of behaviour and academic problems loneliness/social dissatisfaction is most likely to occur. Forty-six fifth and sixth graders who were in the borderline or clinical spectrum on the basis of their total Teacher's Report Form score completed the Children's Loneliness and Social Dissatisfaction Scale, and were compared with 50 students who did not have behaviour problems. Overall, the behaviourally at-risk group experienced more loneliness/social dissatisfaction than the comparison group. Loneliness was a more strong correlate of the variables studied than social dissatisfaction. For the behaviourally at-risk students, the strongest positive associations were found between loneliness and social problems, withdrawn/depressed behaviour and inattention; a trend for a negative association between loneliness and hyperactivity/impulsivity, as well as rule-breaking behaviour was also found. Children having both internalizing and externalizing problems experienced more loneliness than children with either internalizing or externalizing problems. Academic adjustment (i.e. academic performance, how much a student is learning and how happy he/she is) had negative links with loneliness. Several hypothetical explanations are offered and suggestions for research and action are made.

This work intends to psychometrically evaluate the newly developed Children’s Solitude Scale (CSS), a measure of voluntary aloneness in childhood. The scale assesses individual differences on what children prefer to do when they want to be alone, a rather neglected, although important developmental issue. Participants were 833 fourth and sixth graders from Athens, Greece. Confirmatory factor analysis indicated four factors, although with a less-than-optimal fit: Self-Reflection, Autonomy/Privacy, Activities and Concentration. The scale showed adequate internal consistency and test-retest reliability as well as convergent and divergent validity (i.e., positive association with positive attitude towards aloneness and ability to be alone, no association with negative attitude towards aloneness, and low positive correlation with loneliness and social dissatisfaction). The results indicated the suitability of the CSS to assess reasons or motives for solitude during middle and late childhood and the necessity to further examine the structure of this type of solitude experiences in this age period.

Given the increasing importance of adjusting to university life and achieving happiness, identifying the effective role of emotional intelligence and psychological needs’ satisfaction in enhancing students’ well-being is crucial. This study investigated the relation between emotional intelligence, psychological need satisfaction, and university students’ happiness. Data were collected from 205 university students (mean age: 23.35; predominantly female) at the University of Crete. Participants completed the Emotional Intelligence Scale, the Oxford Happiness Questionnaire, and the Basic Psychological Needs Satisfaction Scale. The analysis began with a correlation matrix to explore preliminary relations among the key variables. A multiple-linear regression analysis was then conducted to predict happiness levels based on observed correlations. Following this, a multiple-mediation analysis examined how emotional intelligence affects happiness through psychological needs satisfaction. The results indicated a positive association between emotional intelligence and happiness, with psychological needs’ satisfaction also positively correlating with happiness. Specifically, the use and regulation of emotion, competence, and autonomy significantly predicted happiness. Path analysis revealed that emotional intelligence indirectly influences happiness, particularly through competence. The results indicate that high emotional intelligence, through the satisfaction of basic psychological needs, is significantly associated with university students’ happiness. The study suggests that institutions should guide students in emotional intelligence and competence to increase happiness during their studies.