PhD Oral Exam - Rosanne Villemaire-Krajden, Psychology

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

This dissertation examines whether extracurricular activity participation (ECAP) supports wellbeing, psychosocial assets, and career adaptability in emerging adulthood, a developmental stage characterized by opportunity and vulnerability. Two complementary studies were conducted, framed by holistic and socioecological perspectives (Study 1) and by Social Cognitive Theory, Social Cognitive Career Theory, and Career Construction Theory (Study 2). Study 1 used a qualitative design to explore undergraduates’ perceptions of how ECAP shaped their identity and future orientation. Students described ECAP as a developmental context that fostered assets such as identity exploration, personal growth, emotion regulation, purpose, and environmental mastery. Study 2 was a longitudinal, quantitative follow-up, testing predictive processes with recent graduates followed across their first year post-university. Results from latent curve models and longitudinal path analyses showed that ECAP did not predict outcomes, and that psychosocial assets at graduation were unexpectedly associated with higher depressive symptoms and lower career adaptability during the workforce transition. Employment data revealed labor market mismatches that may help explain these counterintuitive findings. As a whole, our two studies suggest that while ECAP is perceived as meaningful and beneficial in emerging adulthood, its quantitative translation to adaptive functioning post-graduation may depend on broader contextual conditions.