Meaningful Experiences for Adolescents
Investigating the Impact of Immersion Semester High Schools
Bibliographic Data
| ID | 21634583 |
|---|---|
| Authors | Lisa Meerts-Brandsma (0000-0002-9563-8220, University of Utah, corresponding author), Bryn Spielvogel (0000-0002-2509-6948, University of Utah), Hilary Lambert (0009-0007-5815-3383, University of Utah), Jim Sibthorp (0000-0002-4574-9141, University of Utah) |
| Year | 2025 |
| Volume | 48 |
| Issue | 2 |
| Pages | 225-246 |
| Publication date | 2025-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259241279563 |
| OpenAlex | W4402940628 |
| Language | EN |
| References cited | 32 |
Background: Meaningful experiences are integral to well-being, yet our understanding of how educational experiences can be designed to promote meaningfulness is limited. Purpose: Our study examined whether immersion semester high schools facilitated more meaningful experiences and investigated relationships between experience factors within immersion semester high schools and meaningfulness. Method: For 3 weeks at an immersion semester high school and home, youth reported on the most meaningful activities they engaged in during morning and afternoon/evening periods, their perceived meaningfulness of that activity, the level of emotion involved, the emotional valence, and their psychological engagement and behavioral participation. We collected 18,804 observations from 638 participants and analyzed the data with a series of mixed effects models. Findings: Activities were significantly more meaningful at immersion semester high schools compared to home. Additionally, activities were more meaningful when individuals had higher behavioral participation and psychological engagement, when the experience involved more emotion, and when the emotion involved was more positive. However, interaction models indicate that the effects of psychological engagement and behavioral participation varied depending on emotional valence. Implications: To expand the reach of meaningful educational experiences, we should explore whether structural elements of immersion semester high schools can be applied to other contexts
Adventure Education · At-risk students · Developmental psychology · Mathematics education · Outdoor education · Pedagogy · Early Childhood Education and Development · Psychological and Temporal Perspectives Research · Psychology · Youth Development and Social Support
Making Meaning in Life
The Influences of Emotion on Learning and Memory
Narrative Identity
The Meaning Maintenance Model
The Five “A”s of Meaning Maintenance
Capturing Unique Dimensions of Youth Organized Activity Involvement
Remembering the Details
Experience and Education
Meaning in life, resilience, and psychological well-being among children affected by parental HIV
Applying Mixed Regression Models to the Analysis of Repeated-Measures Data in Psychosomatic Medicine
On Standardizing Within-Person Effects
Understanding the Search for Meaning in Life
Toward a psychology of positive youth development
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Making sense of the meaning literature
Future Directions in Youth Involvement Research
Making the Most of Adolescence
Being good by doing good
Positive affect and the experience of meaning in life
Now I know I can make a difference”
The "What" and "Why" of Goal Pursuits
Schools as Developmental Contexts During Adolescence
| Highly cited | No |
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