How Practicing Our Purpose Aim Contributes to a Cultural Common Good, and Vice Versa

Moran, Seana

doi:10.1007/978-3-030-52078-6_12

Cited by 7 publications

(9 citation statements)

References 87 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students become agentic in their own education and development (Lerner, 1982;Reeve, 2013). As purpose dimensions integrate, students direct their efforts based less on external incentives and more on personal inclination to create valued effects in their communities (Moran, 2016;Moran, 2017;Moran, 2020a). A sense of life purpose is associated with stronger student academic outcomes (Oyserman et al, 2006;Yeager et al, 2014).…”

Section: Educating For Life Purposementioning

confidence: 99%

“…It is possible for educators to support youth purpose development through "high impact" educational experiences that (1) not only require reflection (looking back to the past) but also anticipation and "proflection" (imagining the future); (2) invest personal meaning into knowledge; (3) require students to act and evaluate their effects in terms of the contribution they make to a collective endeavor; and (5) cultivate feedback on students' contributions, beyond teacher comments, so students understand how they matter to communities (Moran, 2020a). Young people should understand why their learning is important (Yeager et al, 2014) and why their skills are important to their own ambitions and their communities' thriving (Damon, 2009).…”

Section: Educating For Life Purposementioning

confidence: 99%

“…Using principles from ecological psychology, educational experiences within a class can be designed to make visible students' interactions with affordances (Colucci-Gray et al, 2005). Individuals in a situation serve as stimuli for each other and adapt to each other's behaviors and contributions (Heft, 2013;Moran, 2020a). For example, students see how their contributions matter to other students and the class's common good.…”

Section: Eco-systemic Education For Purpose Development and Momentummentioning

confidence: 99%

“…Particularly important is the central role of perception of feedback-evaluations by oneself or others, or observations through one's own perception of actions, specific effects, or a general improvement in the shared capacity for benevolence. Perception of feedback helps launch, develop, and calibrate purpose (Bronk, 2012;Moran, 2020a). Theoretically, as more dimensions connect, the class becomes more cohesive without losing diversity of individuality.…”

Section: Eco-systemic Education For Purpose Development and Momentummentioning

confidence: 99%

“…Development of life purpose may fill this void. When developed, purpose becomes a self-regulating psychological compass to reciprocally influence and be influenced by the common good (Moran, 2020a), the repository of valued past and contemporary prosocial contributions shared by all and saved for future generations (Etzioni, 2004). Full responsibility of one's life prospects may overwhelm young people (Schwartz, 2000).…”

Section: Introduction and Objectivesmentioning

confidence: 99%

See 4 more Smart Citations

Educating the Youth to Develop Life Purpose: An Eco-systemic Approach

Moran¹

2023

Rev. invest. educ.

View full text Add to dashboard Cite

Life purpose is an internal representation of a personally meaningful, prosocial contribution the person intends to engage with over their life span. Individuals’ purposes interact within a social-cultural eco-system by directing individuals’ perceptions toward situational resources (including others’ purposes) that can help enact their purpose. Education can encourage students to explore their purposes within and beyond the classroom. This paper describes a case study of a class offered six times using three different ecological “niches”: (1) conceptual understanding eco-niche focused on learning the concept and its relationships to other concepts; (2) resources-application eco-niche focused on reconceiving aspects of the concept as intellectual instruments to apply to real-life cases, including students themselves; (3) iterative practice eco-niche focused on implementing purposes within various contexts and interpreting feedback from those contexts. Using a feedback loop model to interpret how each eco-niche favours a different starting point and development trajectory through Damon’s (2008) four dimensions of purpose, this eco-niche comparison (a) emphasizes how “high impact” educational experiences focus not on the students’ improvements but rather on the improvements of communities as a result of students' enacting their purpose through their contributions, and (b) offers insights for teachers to infuse purpose development opportunities in their classes. El propósito de vida es una representación interna de una contribución prosocial significativa que la persona intenta realizar a lo largo de su vida. Los propósitos de los individuos interactúan dentro de un ecosistema sociocultural al dirigir las percepciones de los individuos hacia los recursos situacionales que pueden ayudar a cumplir su propósito. La educación puede animar a los estudiantes a explorar sus propósitos dentro y fuera del aula. Este artículo describe un estudio de caso de una clase ofrecida seis veces usando tres “nichos” ecológicos diferentes: (1) comprensión conceptual enfocado en aprender el concepto y sus relaciones con otros conceptos; (2) aplicación de herramientas enfocadas en reconcebir aspectos del concepto para aplicar a casos reales, incluyendo a los propios estudiantes; (3) práctica iterativa enfocada en implementar propósitos dentro de varios contextos e interpretar la retroalimentación de esos contextos. Usando un modelo de bucle de retroalimentación para interpretar cómo cada nicho ecológico privilegia un punto de partida diferente y una trayectoria de desarrollo a través de las cuatro dimensiones de propósito de Damon (2008), esta comparación de nicho ecológico (a) enfatiza cómo las experiencias educativas de "alto impacto" no se enfocan en las mejoras en los estudiantes, sino más bien en las mejoras a las comunidades a través de las contribuciones de los estudiantes, y (b) ofrece ideas para que los maestros infundan oportunidades de desarrollo de propósito en sus clases.

show abstract

Section: Educating For Life Purposementioning

confidence: 99%

Section: Educating For Life Purposementioning

confidence: 99%

Section: Eco-systemic Education For Purpose Development and Momentummentioning

confidence: 99%

Section: Eco-systemic Education For Purpose Development and Momentummentioning

confidence: 99%

Section: Introduction and Objectivesmentioning

confidence: 99%

See 3 more Smart Citations

Educating the Youth to Develop Life Purpose: An Eco-systemic Approach

Moran¹

2023

Rev. invest. educ.

View full text Add to dashboard Cite

show abstract

Cultural stress and immigrant well-being: The role of sense of purpose.

Hill,

Beatty,

Toprakkiran

et al. 2024

Cultural Diversity & Ethnic Minority Psychology

View full text Add to dashboard Cite

Objectives: Immigrants face multiple forms of cultural stress that hold pernicious influences on their psychological well-being, including everyday discrimination, bicultural stressors, and negative context of reception from others. Research thus is needed to consider potential buffers and mitigating factors that may help immigrant adults in the face of cultural stress. The present studies evaluated a sense of purpose as one potential buffer. Method: Study 1 asked immigrant adults in the Unites States to complete measures of the three cultural stress indicators in addition to sense of purpose and measures of well-being (depressive symptoms, anxiety, stress, self-esteem, self-rated health). Multiple regression analyses examined whether sense of purpose moderated the influence of cultural stress on immigrant well-being. Study 2 randomly assigned immigrant participants receive an experimental condition that asked participants to imagine a common cultural stressor faced by immigrants. Multiple regression analyses tested whether sense of purpose operated differently on postscenario affect across the control and experimental conditions. Results: Study 1 found that all cultural stress indicators negatively correlated with psychological well-being and sense of purpose. However, sense of purpose did not significantly moderate these associations. Study 2 found that imagining the cultural stressor led to worse momentary affective well-being, whereas sense of purpose was associated with better well-being. Again, sense of purpose did not interact with the condition to predict the postscenario affect. Conclusions: Sense of purpose was consistently associated with better psychological well-being. However, little evidence was found that sense of purpose mitigates the ill effects of cultural stress for immigrant adults. Public Significance StatementWith immigration increasing worldwide, research is needed to understand which factors may help promote resilience and well-being among immigrants. The present study demonstrates that sense of purpose is linked to better immigrant well-being, but it may be at risk for immigrants who experience culturally relevant stressors. Future research is needed to help mitigate the risk of cultural stressors for immigrants, both with respect to their sense of purpose and well-being.

show abstract

Great, purposeful expectations: predicting daily purposefulness during the COVID-19 response

Hill

Klaiber

Burrow

et al. 2020

The Journal of Positive Psychology

View full text Add to dashboard Cite

Purposeful living involves planning daily life around personal pursuits. However, it is unclear whether people expect to have more purposeful days than they actually do, and which factors influence discrepancies. A pandemic is a valuable context for examining expectations, as it institutes a less predictable environment. The current studies asked a university (n = 330; M age = 21.25 years, 77% female) and community (n = 755; M age = 45.99 years, 89% female) sample to complete seven daily diaries during the first weeks of the COVID-19 response. Each morning, participants reported on how purposeful they expected to be, and each evening, they reported on how purposeful they felt and on daily events. Participants tended to overestimate their daily purposefulness from morning to evening, with students being more discrepant. Higher neuroticism and more stressors (both COVID-related and not) predicted greater discrepancies, while positive events and support provisions were associated with less discrepancy.

show abstract

How Practicing Our Purpose Aim Contributes to a Cultural Common Good, and Vice Versa

Cited by 7 publications

References 87 publications

Educating the Youth to Develop Life Purpose: An Eco-systemic Approach

Educating the Youth to Develop Life Purpose: An Eco-systemic Approach

Cultural stress and immigrant well-being: The role of sense of purpose.

Great, purposeful expectations: predicting daily purposefulness during the COVID-19 response

Contact Info

Product

Resources

About