{"id":{"repo_id":"vilnius","oai_identifier":"oai:vu.lt:elaba:210642819"},"canonical_url":"https://search.dev.ndltd.org/etd/vilnius/oai:vu.lt:elaba:210642819","repository":{"repo_id":"vilnius","name":"Vilnius University","base_url":"https://epublications.vu.lt/oai"},"display":{"title":"Tiltas tarp dviejų mokyklų: laisvų nuo studijų metų patyrimas tarp jaunų žmonių /","abstract":"Introduction: A gap year is a not uncommon break between secondary and higher education for graduates. Although the phenomenon is becoming increasingly popular (Crawford & Cribb, 2012), it has not been studied in the field of psychology in Lithuania. Existing research reveals that gap year contributes to better adjustment to change and failure, higher academic motivation (Rashid & Kibble, 2021), higher emotional intelligence scores (Shahid & Adams, 2020), and autonomy (Mouraz & Araujo, 2017). However, little is known about how young people feel about the challenges they experience during the gap year. Aim of the study: This study aims to uncover and describe young people's experiences during their gap year. Methodology. 8 serial interviews were conducted with 4 young people during their gap year, chosen immediately after leaving school. The age of the participants was 19 years, 3 of the 5 identified as female, 1 as male and 1 as non-binary. Results: Firstly, during the years free from studies, young people feel a sense of inner coherence stemming from a positive emotional well-being, a nurturing connection with themselves and a sense of unity with their homeland. Secondly, the experience of the gap year is emotionally more difficult than expected: adaptive stress, disappointment at the discrepancy between expectations and reality, a frustrating quest for experiences and a sense of loneliness. Discussion: Some of the results confirm the findings of existing studies (Pivoriūtė, 2024; Mouraz & Araujo, 2017). Other findings - unity with the homeland, adaptive stress, frustration with the discrepancy between expectations and reality and frustrating pursuit of experiences - are new findings in the field of gap year research.","abstract_html":"Introduction: A gap year is a not uncommon break between secondary and higher education for graduates. Although the phenomenon is becoming increasingly popular (Crawford & Cribb, 2012), it has not been studied in the field of psychology in Lithuania. Existing research reveals that gap year contributes to better adjustment to change and failure, higher academic motivation (Rashid & Kibble, 2021), higher emotional intelligence scores (Shahid & Adams, 2020), and autonomy (Mouraz & Araujo, 2017). However, little is known about how young people feel about the challenges they experience during the gap year. Aim of the study: This study aims to uncover and describe young people's experiences during their gap year. Methodology. 8 serial interviews were conducted with 4 young people during their gap year, chosen immediately after leaving school. The age of the participants was 19 years, 3 of the 5 identified as female, 1 as male and 1 as non-binary. Results: Firstly, during the years free from studies, young people feel a sense of inner coherence stemming from a positive emotional well-being, a nurturing connection with themselves and a sense of unity with their homeland. Secondly, the experience of the gap year is emotionally more difficult than expected: adaptive stress, disappointment at the discrepancy between expectations and reality, a frustrating quest for experiences and a sense of loneliness. Discussion: Some of the results confirm the findings of existing studies (Pivoriūtė, 2024; Mouraz & Araujo, 2017). Other findings - unity with the homeland, adaptive stress, frustration with the discrepancy between expectations and reality and frustrating pursuit of experiences - are new findings in the field of gap year research.","abstract_has_math":false,"creators":["Žuromskaitė, Lukrecija,"],"institution":"Institutional Repository of Vilnius University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T05:55:52Z","subjects":[],"languages":["lit"],"rights":["info:eu-repo/semantics/openAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.vu.lt/VU:ELABAETD210642819&prefLang=en_US","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Žuromskaitė, Lukrecija,"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["Institutional Repository of Vilnius University"]},{"key":"dc:relation","label":"Dc Relation","values":["https://epublications.vu.lt/object/elaba:210642819/210642819.pdf"]},{"key":"dc:type","label":"Dc Type","values":["info:eu-repo/semantics/bachelorThesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["lit"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/openAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.vu.lt/VU:ELABAETD210642819&prefLang=en_US"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Introduction: A gap year is a not uncommon break between secondary and higher education for graduates. Although the phenomenon is becoming increasingly popular (Crawford & Cribb, 2012), it has not been studied in the field of psychology in Lithuania. Existing research reveals that gap year contributes to better adjustment to change and failure, higher academic motivation (Rashid & Kibble, 2021), higher emotional intelligence scores (Shahid & Adams, 2020), and autonomy (Mouraz & Araujo, 2017). However, little is known about how young people feel about the challenges they experience during the gap year. Aim of the study: This study aims to uncover and describe young people's experiences during their gap year. Methodology. 8 serial interviews were conducted with 4 young people during their gap year, chosen immediately after leaving school. The age of the participants was 19 years, 3 of the 5 identified as female, 1 as male and 1 as non-binary. Results: Firstly, during the years free from studies, young people feel a sense of inner coherence stemming from a positive emotional well-being, a nurturing connection with themselves and a sense of unity with their homeland. Secondly, the experience of the gap year is emotionally more difficult than expected: adaptive stress, disappointment at the discrepancy between expectations and reality, a frustrating quest for experiences and a sense of loneliness. Discussion: Some of the results confirm the findings of existing studies (Pivoriūtė, 2024; Mouraz & Araujo, 2017). Other findings - unity with the homeland, adaptive stress, frustration with the discrepancy between expectations and reality and frustrating pursuit of experiences - are new findings in the field of gap year research."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Tiltas tarp dviejų mokyklų: laisvų nuo studijų metų patyrimas tarp jaunų žmonių /","The bridge between two schools: young people's experience of a gap year."]}]}],"canonical_facts":{"dc:creator":["Žuromskaitė, Lukrecija,"],"dc:date":["2024"],"dc:description":["Introduction: A gap year is a not uncommon break between secondary and higher education for graduates. Although the phenomenon is becoming increasingly popular (Crawford & Cribb, 2012), it has not been studied in the field of psychology in Lithuania. Existing research reveals that gap year contributes to better adjustment to change and failure, higher academic motivation (Rashid & Kibble, 2021), higher emotional intelligence scores (Shahid & Adams, 2020), and autonomy (Mouraz & Araujo, 2017). However, little is known about how young people feel about the challenges they experience during the gap year. Aim of the study: This study aims to uncover and describe young people's experiences during their gap year. Methodology. 8 serial interviews were conducted with 4 young people during their gap year, chosen immediately after leaving school. The age of the participants was 19 years, 3 of the 5 identified as female, 1 as male and 1 as non-binary. Results: Firstly, during the years free from studies, young people feel a sense of inner coherence stemming from a positive emotional well-being, a nurturing connection with themselves and a sense of unity with their homeland. Secondly, the experience of the gap year is emotionally more difficult than expected: adaptive stress, disappointment at the discrepancy between expectations and reality, a frustrating quest for experiences and a sense of loneliness. Discussion: Some of the results confirm the findings of existing studies (Pivoriūtė, 2024; Mouraz & Araujo, 2017). Other findings - unity with the homeland, adaptive stress, frustration with the discrepancy between expectations and reality and frustrating pursuit of experiences - are new findings in the field of gap year research."],"dc:format":["application/pdf"],"dc:identifier":["https://repository.vu.lt/VU:ELABAETD210642819&prefLang=en_US"],"dc:language":["lit"],"dc:publisher":["Institutional Repository of Vilnius University"],"dc:relation":["https://epublications.vu.lt/object/elaba:210642819/210642819.pdf"],"dc:rights":["info:eu-repo/semantics/openAccess"],"dc:title":["Tiltas tarp dviejų mokyklų: laisvų nuo studijų metų patyrimas tarp jaunų žmonių /","The bridge between two schools: young people's experience of a gap year."],"dc:type":["info:eu-repo/semantics/bachelorThesis"]},"updated_at":"2026-07-24T05:55:52Z"}