This paper analyses which aspects of spirituality are valued by adolescents, and how they are interconnected with youths´ life satisfaction and `self-centeredness´. The participants were 254 adolescents (11 th grade) of four different high-schools from West-Germany. After re-validation of the 6-factorial student's version of the ASP questionnaire (ASP-S, Cronbach´s alpha = .90), we found that they appreciated most Conscious interactions, Compassion / Generosity and Aspiring for Beauty / Wisdom, while particularly Religious orientation Prayer (Trust in God), esoteric Transcendence conviction, or Quest orientation were of lower relevance. The importance of these aspects of spirituality is known to increase with higher age. The correlation pattern between aspects of spirituality and life satisfaction dimensions differed remarkably between female and male adolescents. In particular Conscious interactions correlated with future prospects in females, while in males it correlated much better with family life and school situation. It became obvious that the non-formal aspects of spirituality in terms of relational consciousness are still vital, particularly secular humanism (i.e., Conscious interactions, Compassion / Generosity). These findings may have implications for religious educational programs

In a recent study, we found that 17-year-old adolescents appreciated most nonformal aspects of spirituality in terms of relational consciousness. Nevertheless, male students expressed a significantly higher self-centeredness than females. By investigating 900 adolescents from Christian academic high schools in the southwest of Germany, the study aimed to further understand aspects of spirituality, particularly with respect to the underlying motives of helping/altruism. Important ideals of helping were found in male and female students (albeit significantly higher in girls), and differential patterns of the altruistic/helping attitudes with respect to distinct aspects of spirituality. The best predictors of the ideal to help were compassion/generosity, conscious interactions, religious orientation, and male gender as a negative predictor. Schools with a circumscribed ethical background could foster these intentions, attitudes and skills. Voluntary 'Compassion Projects' and intensified practical school training programs at hospitals, retirement homes, kindergardens, etc, should be encouraged.

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