Pathways of Adaptation from Adolescence to Young Adulthood Antecedents and Correlates JELENA OBRADOVI ´ C, KEITH B. BURT, AND ANN S. MASTEN Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA ABSTRACT: This study examines longitudinal change using a person- centered approach to differentiate patterns of adaptive functioning from adolescence to adulthood. Data are drawn from a 20-year longitudinal study of competence and resilience in the lives of 205 school children (29% minority). Results indicate five distinct pathways of adaptation: (1) low-declining, (2) low-improving, (3) middle-improving, (4) middle- declining, and (5) consistently high. The study also compares the five groups on childhood risks and resources, and on longitudinal assessment of competence and adversity. Interestingly, the most dramatic changes in pathways of adaptation occur during the period of emerging adulthood. KEYWORDS: adaptation; competence; risk; adversity; resilience INTRODUCTION Studies of developmental processes indicate that adaptive and maladaptive behaviors are both continuous and prone to lawful change over time. 1 Prior adaptation predicts future success or failure in developmental tasks, and yet dramatic “turning points” occur, often during transitions or life-altering experi- ences. 2 Most longitudinal studies of continuity and change in adaptation have used variable-centered approaches to chart negative changes and outcomes. This study examines longitudinal change in adaptation using a recently de- veloped person-centered methodology and indices of positive development to differentiate adaptive patterns from adolescence to adulthood. METHODS Participants were drawn from a 20-year longitudinal study of competence and resilience. 2–4 This study employs data collected on 202 school children Address for correspondence: Jelena Obradovi´ c, M.A. Institute of Child Development, University of Minnesota, 51 East River Road, Minneapolis, MN 55455. Voice: 612-625-1308; fax: 612-624-6373. e-mail: obra0005@umn.edu Ann. N.Y. Acad. Sci. 1094: 340–344 (2006). C  2006 New York Academy of Sciences. doi: 10.1196/annals.1376.046 340