Growing Up in the Views of Modern Boys and Girls



The article presents an analysis of modern foreign and national studies related to the typology of ideas about one's own growing up in the ontogenetic period from adolescence to adulthood. The aim was to identify existing approaches to the construction of typologies of ideas about growing up in youth; definition of ideas about the growing up of boys/girls. The characteristics of approaches to the study of growing up highlighted in modern foreign studies are reviewed. Based on the analysis of the latest developments, modern approaches are identified related to: the allocation of the age boundaries of youth, with the vision of their future and the development of a time perspective and with meaningful ideas about growing up. It is proposed to consider the definition and differentiation of types of ideas about growing up formed on the material of an artistic image as a generalizing approach. This approach became the basis of an empirical study on a sample of 1,394 people aged 14 to 23 (Me=17), using the author's projective technique "Growing Up". Based on the data obtained, three types of ideas about growing up are identified: "childishness instead of adulthood", "understanding time" and "searching for the meaning of life". Promising directions for further research are outlined, which consist in identifying the features of ideas about growing up, depending on the level of education received and gender differences.

General Information

Keywords: boys and girls; adolescence; choice of the future; time perspective; artistic image; growing up; adulthood; ideas about growing up

Journal rubric: Developmental Psychology and Age-Related Psychology

Article type: scientific article


Received: 01.07.2023


For citation: Shilova N.P. Growing Up in the Views of Modern Boys and Girls [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2023. Vol. 12, no. 3, pp. 163–172. DOI: 10.17759/jmfp.2023120315. (In Russ., аbstr. in Engl.)


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Information About the Authors

Natalia P. Shilova, PhD in Psychology, Deputy Head of Department, Federal Service for Supervision of Education and Science of the Russian Federation, Institute of Education of the National Research University Higher School of Economics, Moscow, Russia, ORCID:, e-mail:



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