This qualitative descriptive study analyzed the role that natural mentors had in cultivating a sense of purpose and meaning among 38 diverse male and female high school students. The types of mentoring support provided and the students’ perceived experiences of receiving the support were considered in the analysis. Directed content analysis revealed four initial overarching types of supportive actions that were provided by mentors: emotional, instrumental, informational, and appraisal support. The types of support offered were further categorized across three dimensions of perceived support by the mentees: (a) affirmation (e.g., the experience of emotional and appraisal support), (b) cultivation (e.g., the experience of being challenged and obtaining skills), and (c) guidance (e.g., the experience of receiving information and advice). In order for mentees to perceive and accept cultivation and guidance support, they first needed to experience an affirming relationship with their mentors. Findings may inform best practices for mentoring youth toward lives of meaning and purpose.

Purpose in life is linked with numerous positive outcomes among adolescents and emerging adults. Peer relationships may play an important role in the cultivation of purpose, especially among first-generation college (FGC) students. The present study examined the association between the quality of peer relationships and commitment to purpose among students from three universities (N = 195). Analyses also examined whether FGC student status moderated this association. The results indicated that the quality of peer relationships significantly predicted commitment to purpose. FGC status moderated this association; high-quality relationships with peers helped close the gap in purpose commitment between FGC students and their counterparts.

Purpose has been defined as an active engagement toward goals that are meaningful to the self (i.e., personal meaningfulness) and contribute to the world beyond the self (BTS). These BTS contributions may reflect the intention to meet a wide range of needs from family financial needs to more macro-level concerns, including social injustices. This study investigates the efficacy of a school-based program called MPOWER expressly designed by the authors to cultivate the BTS aspect of purpose. Previous research suggests that the BTS aspect of purpose has beneficial effects on school engagement, goal-setting abilities and orientations, and ultimately school performance. Ninety-four students participated in this study that utilized a randomized, pre-test-post-test between-subjects design to evaluate MPOWER (52 in MPOWER and 42 in the control group). The ANCOVA results indicated a significant increase in the BTS aspect of purpose among program participants, compared to controls. Moreover, participants had higher post-test levels of general self-efficacy and grade point averages, and decreased performance-approach (e.g., playing to be the best, comparing self to others) and performance-avoidance (e.g., avoiding risks of failure, fear of social consequences) goal orientations. Findings can be used to design programs that aim to cultivate students’ intentions to contribute to the world beyond themselves, as well as associated personal benefits (i.e., goal orientations, self-efficacy, academic performance).

<p style="text-align: justify;">Despite the desirability of working in science, technology, engineering, and math (STEM), Black and Latinx people are underrepresented in these fields. Sustaining engagement in STEM is central to addressing the representation gap. This qualitative study examined whether and how a STEM-based after-school program (Changemakers) impacted students’ sense of engagement in STEM. Changemakers incorporates the basic tenets of STEM engagement and a purpose curriculum to increase students' sense of engagement. Purpose is an aspiration towards future-oriented goals, active engagement with one’s goals, and intention to contribute to the world. The sample was composed of students, ages 15-17 years old (N=10, 5=M; 5=F), from a public, low-income high school. Findings suggested that three elements helped engage participants with STEM material: challenging and novel curriculum, experiential learning, and supportive relationships. These findings underscore additional STEM programs can enhance their student’s learning and connection to the field by ensuring that their program encapsulates these identified components.</p>

Despite efforts to increase diversity in STEM fields, marginalized populations—particularly women and Black and Latinx workers—remain underrepresented in STEM professions. The present qualitative study sought to explore the relationship between sense of purpose and STEM engagement within an after-school, experiential (i.e., involving hands-on learning) STEM enrichment program, called Change Makers. Specifically, semi-structured interviews with racially diverse and predominantly low SES high school students ( N = 13, 30.8% self-identified female) and their program instructors ( N = 3, 66% self-identified female) were qualitatively analyzed using a grounded theory-informed approach. Results indicate that engagement in Change Makers contributed to youth transforming their preexisting STEM interest into three purpose-related constructs: (1) self-efficacy experiences (general and specific to science), (2) increased willingness to engage in career exploration, and (3) deepened prosocial motivation. These findings underscore the value of connecting youth with experiential purpose curriculum to improve the STEM career pipeline. Finally, these findings represent insightful perspectives regarding the mutable nature of purpose development. Limitations are discussed and recommendations are made for future research and programing.