Psychological Well-Being and Life Skills in Emerging Adulthood: A Narrative Review

Abstract

Emerging adulthood is a critical developmental period marked by significant transitions, identity exploration, and increasing psychological demands. During this stage, young adults face academic, career-related, and interpersonal challenges that can influence their psychological well-being. In recent years, life skills have gained attention as important psychosocial resources that support adaptive functioning and positive mental health. The present narrative review examines the relationship between psychological well-being and life skills during emerging adulthood, with particular emphasis on educational and developing-country contexts. Drawing on literature from psychology and education, the review synthesizes theoretical perspectives and empirical findings related to psychological well-being, life skills, and their interconnections. Psychological well-being is conceptualized as a multidimensional construct encompassing positive functioning, emotional regulation, autonomy, and purpose in life. Life skills, including decision-making, problem-solving, emotional regulation, communication, and interpersonal competence, are discussed as key protective factors that enhance well-being during transitional life stages. The review further highlights the role of life skills education in promoting resilience and mental health among emerging adults, particularly within higher education settings. The review identifies important gaps in existing research, including the need for longitudinal, culturally sensitive, and intervention-based studies. Overall, the findings underscore the significance of integrating life skills education into educational and mental health initiatives to promote psychological well-being during emerging adulthood.