Purpose is “a stable and generalized intention to accomplish

something that is at once meaningful to the self and of

consequence to the world beyond the self.”1 Although purpose

involves setting and striving toward long-term goals, these goals extend

beyond the self and include a desire to make a difference in the world.

The construct of purpose operates independently from intellectual

ability2, race/ethnicity, and socioeconomic status.3 Sense of purpose

evolves as children age; although younger children are less able to

identify long-term purpose, they are still able to set short-term goals

related to purpose, such as participating in a classroom service project

or practicing their role in a grade-wide performance.4 Beginning in

adolescence, children are better able to conceptualize long-term goals

and to develop a sense of self within the bigger picture of the world.

PURPOSE AND RESILIENCE

A SERIES OF RESEARCH AND INFORMATIONAL PUBLICATIONS BY CRG

AT LAUREL SCHOOL CRG | PUTTING THE WORLD’S BEST RESEARCH TO WORK FOR GIRLS

PURPOSE

by Tori S. Cordiano, Ph.D.

MEASURING PURPOSE

One way that purpose has been conceptualized in the re-search is through engagement in volunteering and other forms of service to society. Another way of measuring purpose is through the use of questionnaires and rating forms. Measures of purpose ask questions related to a person’s sense of fulfill-ment, goal-setting and achievement, and areas of interest and passion.5

BENEFITS OF PURPOSE FOR CHILDREN AND ADOLESCENTS

Although purpose has been studied less in children than in adults, the available research on children and adolescents links the development of purpose to a host of psychological, emotional, and social benefits. Purpose can help adolescents with developing a sense of identity.6 Having a strong sense of purpose has been found to increase coping by motivating chil-dren to manage stressors that threaten to interfere with their commitment to purpose-related goals.7 Purpose can strength-en students’ commitment to their academic work8, improve academic achievement9, and contribute to a stronger sense of intrinsic work value and community involvement.10 Many adolescents engage in service, with estimates as high as half of all high school students completing some volunteer work.11 Researchers have linked volunteering with positive identity de-velopment during adolescence. Specifically, volunteering can challenge and stretch students’ perceptions of what they can do and broaden their sense of connection to others in society.12 Compared to other extracurricular activities, those that involve service toward others are associated with positive educational paths and less risky behavior in adolescents.13

FOSTERING PURPOSE IN CHILDREN

Opportunities for helping children and adolescents develop a strong sense of purpose exist at home, at school, and through extracurricular activities. At home, parents can influence their children’s volunteering by modeling personal involvement in the community and providing warm reinforcement of children’s involvement in extracurricular activities.14 Teachers can foster the development of purpose across subjects by providing opportunities for students to:

• take moral action • discuss current events • become involved in student government, and • apply their knowledge of the broader world to service learning projects.15

Service learning projects provide an opportunity for students to act on purpose-related goals through service to the broader community. Research on service learning indicates that the most beneficial programs challenge students, give them real responsibilities, and involve them in decision-making and plan-ning.16, 17 It is also important for programs to designate time for reflection on purpose and the experience of volunteering.18

GENDER AND PURPOSE

Most of the research on purpose and gender focuses on volun-teering and service. While some studies indicate that young females are more likely to volunteer than young males20, others have not found significant gender differences in rates of volun-teering.21 Interestingly, some research suggests that an ethical emphasis on caring for others plays a role in who decides to volunteer. Females and those who identify with a female gen-der role orientation appear more likely to embody this “ethic of care”22 which translates into higher rates of volunteering among these groups.23 Research on volunteering within fami-lies has found that girls are more likely to begin volunteer work when their mothers are involved in volunteering.24

[ PURPOSE AND RESILIENCE ]

...research on children and adolescents links the development of purpose to a host of psychological, emotional, and social benefits.

THE POWER OF “SPARKS”

* A particularly interesting area of research looks

at the relationship between children’s “sparks” —

their areas of deep passion and interest — and

their overall well-being.19 These sparks are an-

other way of conceptualizing a sense of purpose.

When children discover sparks, feel empowered

to pursue them, and are encouraged by adults

to do so, there are lasting benefits for academic

achievement and social-emotional development.

Importantly, there are also lasting benefits for the

broader society. When children feel that their

passions and interests are valued and impor-

tant, they in turn want to use those interests

to contribute to society through higher rates of

volunteering and civic engagement.

PURPOSE AND RESILIENCE [ ENDNOTES ]

1 Damon, W., Menon, J., & Bronk, K.C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7, 119-128, p.121.

2 Bronk, K.C., Finch, W.H., & Talib, T.L., (2010). Purpose in life among high ability adolescents. High Ability Studies, 21, 133-145.

3 Scales, P.C., Benson, P.L., & Roehlkepartain, E.C. (2011). Adolescent Thriving: The Role of Sparks, Relationships, and Empowerment. Journal of Youth and Adolescence, 40, 263-277.

4 Van Dyke, C.J., & Elias, M.J. (2007). How forgiveness, purpose, and religiosity are related to the mental health and well-being of youth: A review of the literature. Mental Health, Religion, and Culture, 10, 395-415.

5 Bundick, M., Andrews, M., Jones, A., Mariano, J.M., Bronk, K.C., & Damon, W. (2006). Revised youth purpose survey. Unpublished instrument, Stanford Center on Adolescence, Stanford CA.

6 Bronk, K.C. (2011). The role of purpose in life in healthy identity formation: A grounded model. New Directions for Youth Development, 132, 31-44.

7 Van Dyke & Elias. (2007). 8 Bronk, Finch, & Talib. (2010).

9 Koshy, S.I., & Mariano, J.M. (2011). Promoting youth purpose: A review of the literature. New Directions for Youth Development, 132, 13-29.

10 Van Dyke & Elias. (2007).

11 Schmidt, J.A., Shumow, L., & Kackar, H. (2007). Adolescents’ participation in service activities and its impact on academic, behavioral, and civic outcomes. Journal of Youth and Adolescence, 36, 127-140.

12 Yates, M., & Youniss, J. (1996). A developmental perspective on community service in adolescence. Social Development, 5, 85-111.

13 Eccles, J.S., & Barber, B.L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14, 10-43.

14 Fletcher, A.C., Elder, G.H., & Mekos, D. (2000). Parental influences on adolescent involvement in community activities. Journal of Research on Adolescence, 10, 29-48.

15 Koshy & Mariano. (2011).

16 Morgan, W., & Streb, M. (2001). Building citizenship: How student voice in service-learning develops civic values. Social Science Quarterly, 82, 154-169.

17 Stukas, A.A., Clary, E.G., & Snyder, M. (1999). Service learning: Who benefits and why. Social Policy Report: Society for Research on Child Development, 13, 1-19.

18 Leming, J.S. (2001). Integrating a structured ethical reflection program curriculum into high school community service experiences: Impact on students’ sociomoral development. Adolescence, 36, 33-45.

19 Scales, Benson, & Roehlkepartain. (2011).

20 Keith, A., Nelson, B., Schlabach, C., & Thompson, D. (1990). The relationship between parental employment and three measures of early adolescent responsibility: Family-related, personal, and social. Journal of Early Adolescence, 10, 399-415.

21 van Goethem, A.A.J., van Hoof, A., van Hoof, M.A.G., Raaijmakers, A.W., Boom, J., & de Castro, B.O. (2012). The role of adolescents’ morality and identity in volunteering. Age ]and gender differences in a process model. Journal of Adolescence, 35, 509-520.

22 Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge: Harvard University Press.

23 Karniol, R., Grosz, E., & Schorr, I. (2003). Caring, gender role orientation, and volunteering. Sex roles, 49, 11-19.

24 Mustillo, S., Wilson, J., & Lynch, S.M. (2004). Legacy volunteering: A test of two theories of intergenerational transmission. Journal of Marriage and Family, 66, 530-541.

25 Benson, P.L., Galbraith, J.A., & Espeland, P. (2012). What kids need to succeed: Proven, practical ways to raise good kids. Minneapolis: Free Spirit Press.

26 Damon, W. (2008). The path to purpose. New York: Free Press.

27 Weissbourd, R. (2009). The parents we mean to be: How well-intentioned adults undermine children’s moral and emotional development. New York: Houghton Mifflin Harcourt.

28 http://www.habitat.org/youthprograms/

29 Muth, J.J. (2002). The three questions. New York: Scholastic Press.

30 Lundsten, A., Anton, C., & Wilber, L. (2011). Lend a hand: Girl-sized ways of helping others. Middleton, WI: American Girl Publishing.

31 Lewis, B. (2009). The kid’s guide to service projects. Minneapolis: Free Spirit Press.

BOOKWHAT KIDS NEED TO SUCCEED25

A guide for teachers, parents, and other adults to help children find their passions and achieve their goals, by psychologist Peter Benson.

RESOURCES FOR TEACHERS

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FORCENTER

BOOKSTHE PATH TO PURPOSE26

A guide for parents and teachers to help children and teens find purpose and fulfill their potential, based on the empirical work of Stanford psychologist William Damon.

THE PARENTS WE MEAN TO BE27

A resource for parents on guiding children’s moral development, based on the empirical work of Harvard psychologist Richard Weissbourd.

RESOURCES FOR PARENTS

ONLINEhttp://www.habitat.org/youthprograms/28

Provides developmentally-appropriate opportunities for children, as well as teachers and parents, to become involved with Habitat for Humanity.

BOOKSTHE THREE QUESTIONS29

A retelling of a short story by Tolstoy that ponders questions related to purpose and compassion.

LEND A HAND: GIRL-SIZED WAYS OF HELPING OTHERS30

A guide for girls ages 9 and up on how to make large and small differences in the world around them, from the American Girl library.

THE KID’S GUIDE TO SERVICE PROJECTS31

The most recent edition of a best-selling guide for children and teens to begin their own small or large service projects.

RESOURCES FOR KIDS