Purpose in Life among First-Generation College Students: Friends Make a Difference

JeanLund, Terese; Liang, Belle; Lincoln, Brenna; White, Alan W.; Mousseau, Angela M. DeSilva; Gomez, Lester A. Mejia; Akins, Elizabeth

doi:10.3390/youth2010002

Cited by 3 publications

(3 citation statements)

References 58 publications

(123 reference statements)

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“…The present study focused on addressing this need with respect to social indicators of support and isolation, given a burgeoning theoretical and empirical literature pointing to connections between social environments and sense of purpose. During adolescence and emerging adulthood, researchers have noted how instructors (Colby, 2020; Pfund et al, 2020), peers (Lund et al, 2022), and parental attachments (Hill et al, 2016) may play a critical role in helping individuals shape their purpose in life. These social connections provide role models, supportive figures, and “sounding boards” for discussions on which future avenues are viable for the individual.…”

Section: Purpose and Social Development In Adulthoodmentioning

confidence: 99%

Do associations between sense of purpose, social support, and loneliness differ across the adult lifespan?

Hill¹,

Olaru²,

Allemand³

2023

Psychology and Aging

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Past research has suggested that the path to purpose involves connections with people along the way. In support, sense of purpose appears higher amongst those adults with more positive social relationships and interactions. However, research has yet to consider whether associations between sense of purpose and social relationship variables differ across adulthood. The present study examined this claim using a sample of Swiss adults, who completed measures for sense of purpose, loneliness, received support, and provided support. A large, nationally representative sample of 2,312 Swiss adults (52.34 years old; SD = 17.35) completed these measures, as part of a larger survey. Local structural equation modeling was employed to estimate the means and associations of these constructs across adulthood. Sense of purpose was negatively associated with loneliness, but positively associated overall with both support variables. No evidence was found for age moderation for the association between sense of purpose and loneliness. However, moderation was evidenced insofar that sense of purpose was less associated with both support variables with age. Sense of purpose again appears related to more positive social well-being and relationships, and consistently linked to lower loneliness. The age moderation effects for purpose-support associations are discussed with respect to theories of adult development. Public Significance StatementThe present study helps advance our understanding of how closely social support and loneliness are tied to feeling purposeful and goal-directed across the adult years. Given the importance of sense of purpose for healthy aging, this work provides further insight into when social roles and interactions are more central to a sense of direction in life.

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Section: Purpose and Social Development In Adulthoodmentioning

confidence: 99%

Do associations between sense of purpose, social support, and loneliness differ across the adult lifespan?

Hill¹,

Olaru²,

Allemand³

2023

Psychology and Aging

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“…Purpose exploration and achievement, two facets of adolescent development, are associated with positive outcomes including life satisfaction and a greater sense of self (Burrow & Hill, 2011; Bronk et al, 2009). Self‐determination theory (SDT) and positive youth development (PYD) theory suggest that positive peer relationships are one mechanism influencing purpose development (Hui & Tsang, 2012; Liang et al, 2002; Lund et al, 2022; Malin et al, 2014), as well as a myriad of other positive outcomes (e.g., social competence, school belonging) (Juvonen et al, 2012; Wentzel, 2017). Cross‐age peer mentoring programs are particularly effective in engaging adolescents in positive peer relationships.…”

Section: Introductionmentioning

confidence: 99%

“…As youth emerge from late childhood into their teenage years, peers garner significant strength as socialization agents. Positive peer relationships predict a host of beneficial outcomes, including higher academic engagement and performance, increased involvement in extracurricular activities, a sense of belonging in school, social competence, and commitment to purpose (Berndt, 2002; Berndt & Keefe, 1995; Brown & Larson, 2009; Cook et al, 2007; Juvonen et al, 2012; Liang et al, 2002; Lund et al, 2022; Malin et al, 2014; Wentzel, 2017). Conversely, negative peer relationships increase the risk of engaging in disruptive behavior, substance use, and dropping out of school earlier (Berndt & Keefe, 1995; McDonough et al, 2016; Moses & Villodas, 2017).…”

Section: Introductionmentioning

confidence: 99%

MentorOn: A peer mentoring program developed for COVID‐19 times

Patel

Lincoln

Gomez

et al. 2023

Journal Community Psychology

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Burgeoning research has documented COVID–19's detrimental impacts globally, especially on the lives of adolescents. The present study examined the positive influences of a virtual, cross‐age peer mentoring program on the development of adolescent participants in the face of the hardships created by the pandemic. In particular, this study focuses on the experiences of high school participants who served as both mentors and mentees in the program. Semi‐structured interviews with participating high schoolers (n = 13) were coded and analyzed using the thematic analysis process. The interview data indicated that increased social support, the agency in prosocial pursuits, and greater purpose engagement resulted from their participation in the program. Results are discussed in the context of self‐determination theory: youths' needs for relatedness, competence, and autonomy. The program met these basic needs among participants which in turn supported purpose exploration during the pandemic.

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First-generation distance learning students: can the perceptions of social support and sense of belonging influence academic persistence?

Mtshweni

2024

AAOUJ

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PurposeFirst-generation students (FGS) experience numerous challenges during their studies because of their background attributes and lack of social capital required to navigate institutions of higher learning. The purpose of this study was to investigate the influence of perceived social support and a sense of belonging on academic persistence among FGS at a distance e-learning institution in South Africa.Design/methodology/approachA cross-sectional quantitative research approach was employed. The sample comprised 240 undergraduate students. While multiple linear regression analysis was used to assess the influence of perceived social support and sense of belonging on academic persistence, mediation analysis was used to test for the mediating effect of sense of belonging on the relationship between perceived social support and academic persistence.FindingsThe results revealed that while perceived family support, perceived friendship support and perceived support from others did not significantly predict academic persistence, a sense of belonging significantly predicted academic persistence. The results also demonstrated that a sense of belonging significantly mediated the relationship between perceived family support and academic persistence. Further, the sense of belonging significantly mediated the relationship between perceived support from others and academic persistence.Research limitations/implicationsThe results of the study imply that distance learning institutions should strengthen student support mechanisms and institute steps to create learning environments that engender belongingness to enable students to persist academically and reach their academic goals.Originality/valueThis study outlines practical strategies that distance learning institutions could use to enhance support and bolster belongingness among students to help them complete their studies.

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Purpose in Life among First-Generation College Students: Friends Make a Difference

Cited by 3 publications

References 58 publications

Do associations between sense of purpose, social support, and loneliness differ across the adult lifespan?

Do associations between sense of purpose, social support, and loneliness differ across the adult lifespan?

MentorOn: A peer mentoring program developed for COVID‐19 times

First-generation distance learning students: can the perceptions of social support and sense of belonging influence academic persistence?

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