Adaptation and validation of the Claremont Purpose Scale to measure Chinese adolescents' purpose in life

Despite purpose measures being developed for adolescents, quantitative research investigating purposes prior to late adolescence and in non-Western societies remains nascent. This study evaluated the psychometric soundness of the Claremont Purpose Scale among Chinese adolescents. An initial prestudy (n = 34) was conducted to ensure linguistic equivalence. Subsequently, Study 1 (n = 1691) assessed the scale's reliability and factor structure, also investigating its functional equivalence across gender, adolescence stages, and language versions at the item level. Study 2 (n = 7842) investigated the scale's construct, convergent, predictive, and incremental validity, as well as tested for the scale's measurement invariance across different groups at the scale level. The results support the scale's use as a tool for researchers and practitioners to understand and cultivate purpose in adolescents.

Purpose in life as an asset for well-being and a protective factor against depression in adolescents

Purpose in life, which is a central component of the eudaimonic paradigm of well-being, has been sparsely examined in adolescence. This is unfortunate as adolescence is characterised by identity development and is a key period for the onset of mental disorders. To inform future research on well-being and purpose in life in adolescents, we drew factors from several fields of research, including mental health and psychological factors, and explored which factors were most strongly associated with purpose in life. Data were collected in a sample of 444 Italian adolescents (Mage = 16.30 [SD = 1.50], range: 14 to 20 years; 58% girls) and associations with mental health (stress, anxiety, depression, anger), psychological traits (mindfulness, self-hate, self-inadequacy, self-reassurance, isolation), and sociodemographic variables (age, sex, place of birth) were examined. Regression, dominance, and network analyses indicated that a stronger sense of purpose in life was associated with lower depressive symptoms, higher levels of self-reassurance, and being born in Italy. Our findings suggest that purpose in life is an important asset for well-being in adolescents and may protect against depression. Future longitudinal and/or experimental research should examine the potential protective role of purpose in life in relation to adolescent depression and how self-reassurance and sociodemographic factors (e.g., immigrant background) are involved.

Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement

When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask: 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum? 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups? 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups? We used nationally representative data from about 10,000 U.S. public school 9th graders in the National Study of Learning Mindsets (NSLM) collected in 2015-2016-the most recent, national, longitudinal study of adolescents' mindsets in U.S. public schools. The sample was representative with respect to a large number of observable characteristics, such as gender, race, ethnicity, English Language Learners (ELLs), free or reduced price lunch, poverty, food stamps, neighborhood income and labor market participation, and school curricular opportunities. This allowed for generalization to the U.S. public school population and for the systematic investigation of school- and classroom-level contextual factors. The NSLM's complete sampling of students within schools also allowed for a comparison of students from different gender and socioeconomic groups with the same expectations in the same educational contexts. To analyze these data, we used the Bayesian Causal Forest (BCF) algorithm, a best-in-class machine-learning method for discovering complex, replicable interaction effects. Chapter IV examined the interplay of expectations, gender, and socioeconomic status (SES; operationalized with maternal educational attainment). Adolescents' expectations for success in math were meaningful predictors of their early math progress, even when controlling for other psychological factors, prior achievement in math, and racial and ethnic identities. Boys from low-SES families were the most vulnerable identity group. They were over three times more likely to not make adequate progress in math from 9th to 10th grade relative to girls from high-SES families. Boys from low-SES families also benefited the most from their expectations for success in math. Overall, these results were consistent with Mindset × Context Theory's predictions. Chapters V and VI examined the moderating role of school-level and classroom-level factors in the patterns reported in Chapter IV. Expectations were least predictive of math progress in the highest-achieving schools and schools with the most academically oriented peer norms, that is, schools with the most formal and informal resources. School resources appeared to compensate for lower levels of expectations. Conversely, expectations most strongly predicted math progress in the low/medium-achieving schools with less academically oriented peers, especially for boys from low-SES families. This chapter aligns with aspects of Mindset × Context Theory. A context that was not already optimally supporting student success was where outcomes for vulnerable students depended the most on student expectations. Finally, perceptions of classroom stereotyping mattered. Perceptions of gender stereotyping predicted less progress in math, but expectations for success in math more strongly predicted progress in classrooms with high perceived stereotyping. Gender stereotyping interactions emerged for all sociodemographic groups except for boys from high-SES families. The findings across these three analytical chapters demonstrate the value of integrating psychological and sociological perspectives to capture multiple levels of schooling. It also drew on the contextual variability afforded by representative sampling and explored the interplay of lab-tested psychological processes (expectations) with field-developed levers of policy intervention (school contexts). This monograph also leverages developmental and ecological insights to identify which groups of students might profit from different efforts to improve educational equity, such as interventions to increase expectations for success in math, or school programs that improve the school or classroom cultures.

Parental Rejection and Adolescents' Learning Ability: A Multiple Mediating Effects of Values and Self-Esteem

Today's society has been paying increasing attention to the important impact of family parenting practices on the development of adolescents. Adolescents with poor parenting practices may have poor academic performance in school, have low self-evaluation, and are more likely to be captured by video games and short videos. The present research explored the mediating role of fashion values and self-esteem in the relationship between a negative parenting style and adolescent learning ability. We aimed to deepen our understanding of the relationship between family parenting and adolescent value identity, as well as between individual self-esteem and school adaptation. We based our research on a total of 997 students in Shanghai from grades 6, 8 and 10. Furthermore, we made use of parenting behaviour, Chinese adolescent values, and of the revised Chinese version of the class drama questionnaires and of the Children's self-awareness scale. The chain mediation model was used to analyse the mediating effect of fashion values and self-esteem on parental rejection and peer evaluation learning ability. The results showed that fashion values played a partial mediating role between parental rejection and adolescent learning ability, and that parental rejection positively predicted fashion values, and fashion values negatively predicted learning ability. Self-esteem played a partial mediating role between parental rejection and adolescent learning ability, while parental rejection negatively predicted self-esteem and self-esteem positively predicted learning ability. Fashion values and self-esteem played a chain mediating role between parental rejection and adolescent learning ability, as parental rejection negatively predicted fashion values, fashion values positively predicted self-esteem, and self-esteem positively predicted learning ability. In conclusion, a negative parenting style influenced the development of adolescent value recognition and self-esteem, and affected the development of adolescent learning ability. That said, we should encourage families to adopt a positive parenting style and adolescent quality education to positively impact adolescent development.

Predicting Positive Youth Development from Self-Regulation and Purpose in Early Adolescence

A Positive Youth Development (PYD) perspective emphasizes adolescents' potential for healthy, successful development. Researchers have introduced a variety of constructs that may promote PYD. For example, Intentional Self-Regulation (ISR) enables youth to seek out and use resources in the environment; purpose can help youth navigate and overcome obstacles. We examine connections between ISR, purpose and two PYD outcomes: confidence and connection. Data come from 763 Scottish youth (ages 12-14). We estimated fixed-effects regression models predicting confidence and connection from both ISR and purpose, confirming outcomes were independently associated with one or both predictors. Our findings are especially salient to the field of youth purpose, linking purpose with specific PYD outcomes.

Development and Validation of the Youth Purpose Orientation Scale Among Chinese Sample

INTRODUCTION

Purpose orientation has an important impact on the development of adolescence. An effective instrument is needed to describe the purpose orientation of youth. The aim of this research is to develop a reliable and valid scale to measure life purpose orientations of youth.

METHODS

Study 1 established a preliminary pool of items based on a literature review, an open-form questionnaire, and some expert opinions. Study 2 used exploratory factor analysis and performed internal consistency and reliability tests. The sample consisted of 442 young Chinese students, divided into males (49.3%) and females (50.7%) with an age range of 13 to 22 years. Study 3 performed confirmatory factor analysis and tested the scale's calibration validity and test-retest reliability. The confirmatory sample comprised 91,635 young Chinese students, divided into males (43.2%) and females (56.5%) with an age range of 12 to 23 years. The calibration validity sample consisted of 572 participants, aged 12 to 22. The test-retest reliability sample consisted of 200 participants.

RESULTS

Through exploratory factor analysis, the four-factor structure revealed contains personal growth, social promotion, family well-being, and personal well-being purpose orientations. This four factor-structure revealed a 65.26% cumulative variance. The four factors' alpha reliability was 0.89 for personal growth, 0.87 for social promotion, 0.86 for family well-being, and 0.87 for personal well-being, respectively. Confirmatory factor analysis showed that the model fitting index had a good four-factor structure. The calibration validity and test-retest reliability were acceptable.

CONCLUSION

These findings demonstrated that the 19-item findings demonstrated that the Youth Purpose Orientation Scale is a valid and reliable measure. In future research, it can be used to measure purpose orientation in youth.

Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers

The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (M_age = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F(7, 58) = 4.50, p = .01. Results demonstrated that teachers who were assigned to the intervention condition (n = 36) had significantly higher scores than those in the control condition (n = 40) on positivity (b = 0.41, 95% CI [0.16, 0.65], p = .01), strength (b = 0.62, 95% CI [0.23, 1.01], p = .01), purpose (b = 0.61, 95% CI [0.18, 1.04], p = .01), and resilience (b = 0.57, 95% CI [0.07, 1.07], p = .04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers.

Minority Stress in Emotion Suppression and Mental Distress Among Sexual and Gender Minorities: A Systematic Review

Background:

The existing structural framework of defining gender and sexuality based on heteronormative ideology led to the succession of the notions of stigma, prejudice, and hate towards the sexual and gender minority population. The presence of strong scientific evidence for the negative consequences of discriminatory and violent events has directed the association with mental and emotional distress. This study aims to comprehend the role of minority stress in emotional regulation and suppression among the sexual minority population globally using systematic review of literature through elaborate Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines.

Summary:

The analyses of the sorted literature premised on the PRISMA guidelines revealed that minority stress mediates the emotion regulation processes among the individuals who witness continuous episodes of discrimination and violence leading to emotional dysregulation and emotion suppression. Studies also reported the dominance of various health-risk behaviors such as alcohol addiction, drug abuse, and other forms of intoxication among sexual minority individuals. Increased instances of anxiety, stress, depression, and suicidal ideations were prominent in the findings of the empirical research suggesting an intricate role of minority stress in advancing the faulty emotion suppression and mental health concerns among the sexual and gender minority population.

Key message:

Minority stressors among sexual and gender minority individuals mediate emotion suppression and mental distress.

Motivational mindsets, mindset churn and academic performance: The role of a goal-setting intervention and purpose in life

The motivational mindset model (MMM) is a new student-centered, multidimensional perspective on motivation in higher education and aims to better explain differences in wellbeing, study success and intervention effectiveness. The four types of mindsets within the model (high-impact, low-impact, social-impact, and self-impact) have proven to differ in two important dimensions of wellbeing and predictors of study success, namely a sense of purpose in life and study engagement. The present study expands the MMM by (1) examining the relationship between the mindsets and academic performance, (2) observing the mindset churn in the first year, and (3) exploring the role of the mindsets in the effectiveness of an online, narrative goal-setting intervention. To this end, the mindset of 748 first-year university students was measured at the beginning and the end of the first academic year. Results show that the mindset churn was considerable: on average 58% of the students had changed their mindset at follow-up. Results further show that students with a low-impact mindset at follow-up were more likely to drop out of the first year compared to the other three mindsets. Finally, a group of low-impact mindset students show an increased sense of purpose after participating in the goal-setting intervention and moved to a social-impact mindset during the year. This pattern provides preliminary support that the goal-setting intervention is a purpose-fostering intervention for students entering higher education with a low-impact mindset. A potential working mechanism of the goal-setting intervention is discussed as well as implications and directions for future research.

Motivating Positive Youth Outcomes Through Proximal, Relevant, and Attainable Inspirational Figures

This paper focuses on data from a study of middle- to upper-middle class Scottish S2 (~seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes.

Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students' background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research.

Measuring Specific Purpose Orientations in Working Adults

The purpose of this study was to develop and validate a scale designed to measure specific purpose orientations among adults. Following literature review, a pool of items was developed and pilot tested with a convenience sample of adults recruited through MTurk (N = 554). Exploratory factor analysis suggested three distinct dimensions of others-growth, self-growth, and career-focused purpose orientations. The three-factor structure was confirmed with two independent samples of intercollegiate coaches in Study 2 (N = 377) and with teachers in Study 3 (N = 247) through the use of confirmatory factor analysis. Construct validity of the items was assessed, which included examining factor loadings and reliability, convergent validity, discriminant validity, and nomological validity. Overall, the 12 items measuring purpose orientations are suggested as valid and reliable for research and for reflection on the nature of their life purpose to ultimately promote wellbeing in adult populations.

Multi-group confirmatory factor analysis of the life attitude profile in Chilean adolescents

Adolescents are challenged to take decisions about issues associated to the vital circle and the comprehension of the world. Meaning in life (MiL) takes a leading role in adolescence. Reker and Peacock developed the Life Attitude Profile (LAP) for assessing MiL, and Erci developed a revised version (LAP-R). The main objective of this study was to analyze the factorial structure, reliability, invariance across gender, and absence/presence of assessment bias of a Spanish adaptation of the Turkish LAP-R among 2138 Chilean adolescents (1205 boys, 912 girls, and 8 others), who were studying in 3rd and 4th year. The LAP-R showed an acceptable structural validity, acceptable internal consistency, and invariance across gender. MiL as a significant domain of human experience in adolescents.

Adolescent’s life purpose in a Science & Technology program

Abstract Adolescents undergo major biopsychosocial changes and having a life purpose can be a protection for positive development. This study analyzed the life purpose of 18 adolescents (15-20 years old, with an average family income of R$ 1,625.00), holders of scholarship from a social program in a Science & Technology Center. They answered the Scale of Life Purpose for Adolescents Questionnaire and participated in a focus group about the impact of this program in their life project. The responses were reviewed using the Software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires, and were organized in two corpora – Life Project and Social Program. Ten-year projects are based on the Material, Study/Work, and Positive Aspiration dimensions. Adolescents show a life purpose connected to their community that can be caused by the fact of being a participant in a social program, enabling better access to education and a closer contact with the community.

Motivational Mindsets and Reasons for Studying: Development and Validation of a Classification Tool

First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to (a) better explain student differences in study success and wellbeing, and (b) to understand different effects that interventions can have in terms of wellbeing and study success. We therefore applied a student-centered, multidimensional approach in which we explored motivational profiles of first-year university students by combining three dimensions of motives for studying (self-transcendent, self-oriented, and extrinsic) which have been shown to be differently related to academic functioning. Using cluster analysis in two independent, consecutive university student cohorts (n = 763 and n = 815), we identified four meaningful profiles and coined them motivational mindsets. We validated the four mindset profiles not only within each student sample but also found almost identical profiles between the student samples. The motivational mindset profiles were labeled: high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset. In addition to validating the paradigm, we developed a mindset classification tool to further use these mindsets in practice and in future research.

Purpose in adolescents diagnosed with an autism spectrum disorder

INTRODUCTION

Drawing from positive youth development theory, the research team examined purpose in life among adolescents diagnosed with an autism spectrum disorder (ASD).

METHODS

Members of the research team conducted paired interviews about purpose in life with adolescents diagnosed with an ASD and one of each adolescent's parents. Data collection took place in the south-central region of the US. The eight adolescent participants were in middle school, high school, and early college. The research team open-coded interview transcripts and condensed these codes into meta-codes to aid in determining the form of purpose for each participant.

RESULTS

Similar to what has been found in studies of neurotypical youth, participants distributed diversely across the forms of purpose, with all but one participant demonstrating some aspect of purpose.

CONCLUSIONS

The authors recommend practitioners consider the variety of supports they could provide to adolescents diagnosed with an ASD and consider encouraging these youth when their creative interests are sparked. Additionally, the research team invites the scholarly community to further investigate specific contextual supports and to develop ways of measuring purpose that do not rely on advanced language and social skills.

Could Meaning in Life Contribute to Adolescents’ Vocational Commitment and Identity? A Longitudinal Analysis in Different Chinese Cultures

This longitudinal study investigated the contributions of Chinese secondary school students’ meaning in life in Grade 10 to vocational identity in Grade 12 in different Chinese settings. Whether vocational exploration and commitment reported by students (VECS) in Grade 11, and the vocational exploration and commitment reported by parents (VECP) of the students mediate the above link was examined as well. Participants comprised 435 students and their parents/guardians from Hong Kong, 422 students and their parents/guardians from urban Shanghai, and 308 students and their parents/guardians from rural Zhejiang. Partial mediation of the VECS in the relationship between meaning in life and vocational identity was significant in the Shanghai and Zhejiang rural samples. In the Hong Kong sample, the VECP was significantly predicted by meaning in life and could predict vocational identity. Associations between parental perceptions of vocational commitment and adolescents’ own career development might therefore be weaker than previously believed. The pattern of the relationships between meaning in life, vocational commitment and identity, and the influence of parents on adolescents’ career development in different Chinese local contexts are discussed herein.

Recovery capital pathways: Modelling the components of recovery wellbeing

BACKGROUND

In recent years, there has been recognition that recovery is a journey that involves the growth of recovery capital. Thus, recovery capital has become a commonly used term in addiction treatment and research yet its operationalization and measurement has been limited. Due to these limitations, there is little understanding of long-term recovery pathways and their clinical application.

METHODS

We used the data of 546 participants from eight different recovery residences spread across Florida, USA. We calculated internal consistency for recovery capital and wellbeing, then assessed their factor structure via confirmatory factor analysis. The relationships between time, recovery barriers and strengths, wellbeing and recovery capital, as well as the moderating effect of gender, were estimated using structural equations modelling.

RESULTS

The proposed model obtained an acceptable fit (χ² (141, N=546)=533.642, p<0.001; CMIN/DF=3.785; CFI=0.915; TLI=0.896; RMSEA=0.071). Findings indicate a pathway to recovery capital that involves greater time in residence ('retention'), linked to an increase in meaningful activities and a reduction in barriers to recovery and unmet needs that, in turn, promote recovery capital and positive wellbeing. Gender differences were observed.

CONCLUSIONS

We tested the pathways to recovery for residents in the recovery housing population. Our results have implications not only for retention as a predictor of sustained recovery and wellbeing but also for the importance of meaningful activities in promoting recovery capital and wellbeing.

Making Learning Personally Meaningful: A New Framework for Relevance Research

Personal relevance goes by many names in the motivation literature, stemming from a number of theoretical frameworks. Currently these lines of research are being conducted in parallel with little synthesis across them, perhaps because there is no unifying definition of the relevance construct within which this research can be situated. In this paper we propose a new framework to synthesize existing research on relevance and provide a common platform for researchers to communicate and collaborate. In light of this new framework we review the role of relevance in three prominent theories in the motivation literature: the four-phase model of interest development (Hidi & Renninger, 2006), expectancy-value theory (Eccles et al., 1983), and self-determination theory (Deci & Ryan, 1985). We then explore eight relevance constructs commonly used in the literature and the educational interventions that derive from them. Finally, we offer a synthesis of these constructs and suggest some directions for future research.

Dare to Dream: Personal Values, Life Goals, and International Students in New Zealand

It has been well identified and supported in the literature that values and life goals are associated with one's general well-being. However, there have been few studies on values and life goals among international students in New Zealand. This study addressed this lack of research by focusing on the life goals and personal values among international students in three tertiary institutes in New Zealand. Based on the literature review, the hypothesis of this study is that international students' intrinsic life goals are positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. The Aspirations Index, which was used to assess life goals, and the Schwartz' value survey, which measured the students' personal values, were both distributed to the participants. Follow-up interviews with 24 of the participants were also conducted. Findings revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar effects. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping international students to find meaning and purpose in life may promote their well-being, and the learning and growth of international students can be improved by incorporating spiritual values and cultural aspects in college education. The authors also argue that a holistic approach to college education for international students is needed.

Meaning in life, resilience, and psychological well-being among children affected by parental HIV

Meaning in life has been posited to improve psychological well-being. People facing adversities can reduce psychological distress through pursuing a sense of purpose in life. However, the effectiveness of meaning in life in promoting psychological well-being has been found varied, and what factors may affect the function of meaning in life remain unclear. In this paper, the authors suggest that resilience, the positive adaptation during or following significant adversity, can strengthen the protective effects of meaning in life on psychological well-being. To test this hypothesis, we analyzed data from a sample of 518 vulnerable children of parents living with HIV about their meaning in life, resilience, depression, and loneliness. Results showed that resilience moderated the relationship between meaning in life and depression, and between meaning in life and loneliness. Meaning in life was associated with lower levels of depression and loneliness among children high in resilience, in comparison to children low in resilience. Future interventions targeting meaning in life and well-being should consider children's resilience, which can allow for better individualization of the treatment.

The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors

BACKGROUND

In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual's persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions.

PURPOSE

The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one's major.

METHOD

Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major.

RESULTS

For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning.

CONCLUSION

Providing context for enhancing medical students' social concern goals is necessary in a medical training curriculum, not only for the students' professional development but also for improving society.

ABBREVIATIONS

GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory.

Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement

The efficacy of academic-mind-set interventions has been demonstrated by small-scale, proof-of-concept interventions, generally delivered in person in one school at a time. Whether this approach could be a practical way to raise school achievement on a large scale remains unknown. We therefore delivered brief growth-mind-set and sense-of-purpose interventions through online modules to 1,594 students in 13 geographically diverse high schools. Both interventions were intended to help students persist when they experienced academic difficulty; thus, both were predicted to be most beneficial for poorly performing students. This was the case. Among students at risk of dropping out of high school (one third of the sample), each intervention raised students’ semester grade point averages in core academic courses and increased the rate at which students performed satisfactorily in core courses by 6.4 percentage points. We discuss implications for the pipeline from theory to practice and for education reform.

Supporting Children's Initiative: Appreciating Family Contributions or Paying Children for Chores

Collaborative initiative is an important aspect of Learning by Observing and Pitching In (LOPI), and many interrelated family and community practices in LOPI may support children's initiative. In this chapter, we examine two cultural ways of supporting children's helpfulness and responsibility that draw on different cultural paradigms for organizing children's participation in everyday work in U.S. Mexican-heritage and European American communities. European American university students reported having received allowances as a contractual enticement to do assigned chores. In contrast, although U.S. Mexican-heritage university students reported having received pocket money from their families, this was as a gift, noncontingent on completed chores or good behavior. They reported that this noncontingent support for children's responsibility focuses children on collaborating with the family, and contributing to shared work with initiative, consistent with LOPI, in which children are integrated in family and community endeavors and are eager to contribute. The chapter challenges traditional dichotomies in motivational theory that attempt to specify the "source" of children's motivation to learn and help within either individuals or social contexts.

How Supportive of Their Specific Purposes Do Youth Believe Their Family and Friends Are?

Prior studies have found that youth reporting a general sense that “I have a purpose” also describe having social supports that enhance thriving. This study links specific social supports to specific purposes described by youth. We examined whether developmental level, social-structural supports of gender and ethnicity, and close relationship supports of family and friends explained (a) how likely youth were to describe three dimensions of a specific purpose content (intention, engagement, and beyond-the-self reasons), and (b) how youth with specified purposes used social supports to pursue those purposes. Youth in higher grade levels were more likely to describe their future plans, activities that pursued those plans, and reasons that considered consequences to others as well as themselves. Non-White ethnicity and higher friend support also increased the likelihood of youth expressing future plans. Youth with purposes sought or created—then integrated into a tailored support network— purpose-specific benefits from their families, opportunities to engage, and institutions.

Purpose plus: supporting youth purpose, control, and academic achievement

Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap.

Meaning Making through Occupations and Occupational Roles: A Heuristic Study of Worker-Writer Histories

Introduction:

Occupations are recognised in occupational therapy and occupational science literature as vehicles to meaning and wellbeing. Yet, the question of how they are used to create meaning has not been investigated exhaustively. In this study, the researchers explored the life histories of worker-writers in the United Kingdom. These writers considered themselves as representatives of the most numerous but marginalised social class. The researchers considered how the worker-writers derived life meaning from their occupations and occupational roles.

Method:

Using heuristic research methods, 34 published autobiographies were analysed to elicit themes illuminating how meaning was created by the worker-writers through occupations and occupational roles.

Results:

Five themes emerged from the analysis. Worker-writers created meaning by engaging in occupations and occupational roles that fostered family life and other meaningful relationships; a sense of control over their lives; meaningful leisure pursuits; a contribution to or connection to greater causes; and a sense of wellbeing.

Conclusion:

No claims are being made in this study about the generalisability of the findings to clinical practice. However, occupational therapists may consider exploring ways of helping clients engage in occupations reflecting themes that emerged from the study, as a way of helping them to reconstruct their lives following life-changing events or conditions.

Supporting a strong sense of purpose: lessons from a rural community

Many rural youth leave their small home towns, at least temporarily, to pursue education and work opportunities after high school. A strong sense of purpose will likely help these young people navigate their transition to adulthood away from the comforts of home. A case study of high school students in a remote rural county in the Pacific Northwest using survey and ethnographic data showed that traditional out-of-school activities (for example, sports, theater, band, Future Farmers of America) and community-based activities (for example, community symphony, community classes, community events), along with work experiences, were all important for developing a strong sense of purpose. The case study points to the important role small rural schools can play in supporting youth and connecting them to activities that foster a strong sense of purpose. In addition, this article discusses the importance of paying attention to the development of a sense of purpose alongside traditional measures of academic achievement and social competence.

Youth purpose and positive youth development

This chapter reviews research and findings on youth purpose as it relates to positive youth development (PYD) and thriving. The authors note that purpose is defined in multiple ways in the youth development literature, including one-dimensional and multi-dimensional definitions, and those that combine purpose with other constructs, like meaning. Although research on youth purpose and thriving is in its early stages, however, multiple other purpose-like constructs appear in the positive youth development literature, such as life goals, contribution, and sparks, that can tell us about how purpose and PYD may interact. Recent research suggests that purpose aligns with several positive states during adolescence and young adulthood, like life -satisfaction, coping, generosity, optimism, humility, mature identity status, and more global personality integration. Purpose may also be promoted through social support from people in young people's lives who are sensitive and responsive to their interests and concerns.