Más allá de las metas:  proyecto de vida, identidad y construcción del futuro en adolescente. Una revisión sistemática

Jesús Chuchón Vilca; Nermaly Ramírez Campoverde; Verónica Zevallos Guadalupe; Susana Amelia Ayala Villar

doi:10.61286/e-rms.v4i.483

Authors

Jesús Chuchón Vilca Universidad César Vallejo, Lima, Perú. https://orcid.org/0000-0001-7319-2259
Nermaly Ramírez Campoverde Universidad César Vallejo, Lima, Perú
Verónica Zevallos Guadalupe Universidad Nacional Autónoma Altoandina de Tarma, Tarma, Perú https://orcid.org/0000-0003-4978-366X
Susana Amelia Ayala Villar Universidad Católica Los Ángeles de Chimbote, Chimbote, Perú https://orcid.org/0000-0002-2958-0542

DOI:

https://doi.org/10.61286/e-rms.v4i.483

Keywords:

life project, identity, adolescence, building the future, vocational guidance

Abstract

Adolescent life planning is a dynamic and multidimensional construct where identity, purpose, aspirations, decision-making, and personal, educational, familial, and sociocultural conditions converge. The objective of this systematic review was to analyze the scientific evidence on life planning, identity, and future construction in adolescents, identifying the main associated factors, trends, and research gaps. A systematic review with qualitative thematic synthesis was conducted, following the PRISMA 2020 guidelines. The search identified 295 records; after removing duplicates, screening, and assessing eligibility, 25 scientific articles were included in the final synthesis. The information was organized using a literature review matrix and analyzed in five categories: life planning and identity; psychological and socio-emotional factors; decision-making, aspirations, and vocational guidance; educational, familial, and sociocultural contexts; and trends, gaps, and perspectives for future construction. The results demonstrate a conceptual evolution from a life project view centered on goal setting to a dynamic, reflective, ecological, and contextualized perspective, in which identity and purpose provide meaning, while personal resources and environmental conditions influence the possibilities for projecting and reorganizing future trajectories. It is concluded that the adolescent life project should be understood as a process of constructing, revising, and reconstructing the future, conditioned by the interaction between individual and contextual dimensions.

Downloads

Download data is not yet available.

References

Alcívar Vera, I. I., Pastrán Calles, F. R., & Sión Saltos, G. J. (2021). The life project as a strategy of freedom for student development in the face of the COVID-19 crisis. Sapienza, 2(4), 18–28. https://doi.org/10.51798/sijis.v2i4.172

Amo, B., Mella, F. R., Garcés, G., Correa, D. P., & Zambrano, A. (2024). Between tradition and the modern project: Life projects of Pewenche rural young people. CUHSO, 34(2), 551–579. https://doi.org/10.7770/cuhso-v34n2-art606

Angelin, A. P., Zoltowsk, A. P. C., & Teixeira, M. A. P. (2017). Life and career project construction of indigenous students: An exploratory study. Psicologia e Sociedade, 29, 1–6. https://doi.org/10.1590/1807-0310/2017v29161330

Avendaño-Castro, W. R., Luna-Pereira, H. O., & Quintero-Camacho, L. (2020). La política colombiana de emprendimiento en educación y su impacto en el acceso al empleo de jóvenes. El Ágora U.S.B., 20(2), 158–171. https://doi.org/10.21500/16578031.5137

Bataglia, P. U. R., Paiva Alves, C., Alvarado, F. A. C., & Reyes-Ruiz, L. (2024). Una educación para la vida: Resignificación de proyectos educativos integrales. Avances en Psicología Latinoamericana, 42(1). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10387

Benavides Cortés, A., García Ramírez, C., & Guido Guevara, S. (2020). Crianza urbana y territorio ancestral: Pueblos indígenas Embera-Katío y Nasa en Bogotá. Aletheia. Revista de Desarrollo Humano, Educativo y Social Contemporáneo, 12(2). https://doi.org/10.11600/ale.v12i2.541

Córdova Jaimes, E. (2020). Governance and life project: (Re)thinking the post-pandemic society. Utopía y Praxis Latinoamericana, 25(Extra 8), 14–29. https://doi.org/10.5281/zenodo.4081853

de Oliveira Avelino, B. F., & Varotto, N. R. (2026). The influence of the Fútbol Callejero methodology on the lives of former participants of a social project. Revista Brasileira de Ciências do Esporte, 47, Article e20250029. https://doi.org/10.1590/rbce.47.e20250073

de Sá, A. P. S., & Gomes, L. R. (2025). Citizenship(s) in educational materials for life project: (Im)possible didactic-pedagogical approaches. Cadernos de Pesquisa, 55, Article e11355. https://doi.org/10.1590/1980531411355

de Sousa Morais, J. (2025). The reflective project of the self in the narratives of life stories and teaching work. Revista Brasileira de Educação, 30, Article e300028. https://doi.org/10.1590/S1413-24782025300028

dos Santos, D. M. B., da Silveira Pereira, D., & de Araújo, U. F. (2026). Stanford Purpose Assessment: Psychometric properties for the Brazilian context. Quadernos de Psicología, 28(1), Article e2298. https://doi.org/10.5565/rev/qpsicologia.2298

Erazo-Borrás, C. Y., Ceballos-Mora, A. K., & Matabanchoy-Salazar, J. M. (2022). Ecological perspective of the construction of life projects by rural youth. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(1). https://doi.org/10.11600/RLCSNJ.20.1.5255

Follegati, L., Matus, C., & Errázuriz, V. (2022). Tensiones en la escuela: Educación para las niñas bajo la impronta neoliberal. Revista de Humanidades de Valparaíso, (19), 349–375. https://doi.org/10.22370/rhv2022iss19pp349-375

González-Escallón, J. D. (2017). Liberal citizenship, project of life and self-determination: Individual rights as a path or limit towards the construction of identity. Vniversitas, 66(135), 165–192. https://doi.org/10.11144/Javeriana.vj135.clpv

Hernández Quirama, A., Cáceres Manrique, F. d. M., & Rivero-Rubio, C. (2020). Estudio y embarazo en la universidad. Un reto difícil de superar. Diversitas: Perspectivas en Psicología, 16(2), 353–363. https://doi.org/10.15332/22563067.6318

Hernández-Quirama, A., Rivero-Rubio, C., & Linares-García, J. (2021). Meanings around paternity for young university students: Daily life, relationships and changes in life plans. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 19(1), 1–21. https://doi.org/10.11600/RLCSNJ.19.1.3924

Jorquera-Rossel, S. L., & Melis-Rivera, C. A. (2026). “Interrupted” migration project: Life stories of migrant women deprived of liberty in a prison of northern Chile. Autoctonía, 10(1), 581–612. https://doi.org/10.23854/autoc.v10i1.605

Lalangui Campoverde, E. C., Pachacama Pachacama, Á. E., & Vásconez Pérez, M. B. (2025). Narratives of the life projects of foreign university students in Ecuador. Praxis Educativa, 20, Article e24717. https://doi.org/10.5212/PraxEduc.v.20.24717.078

Murillo, J. P. (2020). The urgent need for a new Peruvian life project. Anales de la Facultad de Medicina, 81(3), 275–277. https://doi.org/10.15381/anales.v81i3.19685

Rodríguez, G. H., & Conde, C. M. M. (2011). The returned migrant children life project. Papers, 96(1), 165–182. https://doi.org/10.5565/rev/papers/v96n1.159

Sánchez-Cascado, P. L. N. (2020). Damage to the project of life in the Inter-American Court of Human Rights in the light of the political thought of J. Shklar. Andamios, 17(42), 147–166. https://doi.org/10.29092/uacm.v17i42.738

Santana-Vega, L. E., Medina-Sánchez, P. C., & Feliciano-García, L. (2019). Life design and decision making of vocational training students. Revista Complutense de Educación, 30(2), 423–440. https://doi.org/10.5209/RCED.57589

Sotomayor, M. I. (2020). Project of life in medicine students of a public university. Anales de la Facultad de Medicina, 81(4), 420–426. https://doi.org/10.15381/anales.v81i4.19865

Tardeli, D. D., & Arantes, V. A. (2021). The possibilities of self-realization expressed in adolescent's life projects. Psicologia Escolar e Educacional, 25, 1–12. https://doi.org/10.1590/2175-35392021225698

Woolcott Oyague, O., & Monje Mayorca, D. (2018). The harm done to the life plan: Notion, structure and legal protection according to the parameters established by Inter-American Human Rights Court. Utopía y Praxis Latinoamericana, 23(Extra 2), 128–138. https://doi.org/10.5281/zenodo.1800842

D’Angelo Hernández, O. (1994). Modelo integrativo del proyecto de vida. Provida.

Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T

Álvarez-Justel, J. (2019). Las dimensiones cognitiva, emocional y social en la toma de decisiones de la carrera en el alumnado de educación secundaria. Revista Española de Orientación y Psicopedagogía, 30(3), 140–153. https://doi.org/10.5944/reop.vol.30.num.3.2019.26277

Álvarez-Justel, J., & Ruiz-Bueno, A. (2021). Perfiles y características de la toma de decisiones en estudiantes de secundaria. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa, 27(1). https://doi.org/10.30827/relieve.v27i1.21421

Janis, I. L., & Mann, L. (1977). Decision making: A psychological analysis of conflict, choice, and commitment. Free Press.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71