Fivush Robyn
Emory University, Atlanta, Georgia, USA.
J Res Adolesc. 2025 Mar;35(1):e13022. doi: 10.1111/jora.13022. Epub 2024 Oct 7.
The pandemic lockdowns interrupted critical developmental experiences especially for adolescents and emerging adults engaged in the challenge of constructing identities. This commentary focuses on four review articles that document both negative and positive consequences of the pandemic on family, peer, school, and community interactions. I argue that worldwide experiences of these interruptions led to a shared generational experience of disconnection and isolation, that, paradoxically, creates a shared generational identity. The COVID-19 generation shares a view of the world as unsafe, unpredictable, and unfair; yet, at the same time, they are perhaps more oriented toward social justice. Generational identities formed at pivotal developmental moments continue to reverberate across the life course. How these formative experiences of the pandemic will continue to influence the life course of the COVID-19 generation remains to be seen.
疫情封锁打断了关键的发展经历，尤其是对于那些正在应对身份认同挑战的青少年和刚成年的人来说。这篇评论聚焦于四篇综述文章，这些文章记录了疫情对家庭、同伴、学校和社区互动产生的负面和正面影响。我认为，全球范围内这些中断的经历导致了一种共同的代际失联和孤立体验，而矛盾的是，这种体验创造了一种共同的代际身份认同。新冠疫情这代人对世界的看法是不安全、不可预测和不公平的；然而，与此同时，他们可能更倾向于社会正义。在关键发展时刻形成的代际身份认同会在整个生命历程中持续产生影响。疫情这些形成性的经历将如何继续影响新冠疫情这代人的生命历程，还有待观察。
