Meaning in Life Trajectories Among College Students: Differential Effects of a Mentoring Program

Abstract

Cultivating a sense of meaning in life (MIL) is a critical task for emerging adults that can be fostered through engagement in prosocial activities like mentoring at-risk youth. While mentoring may promote MIL for some, the potential benefits likely vary. This study explored trajectories and predictors of change in MIL in 641 college student mentors of at-risk youth who participated in a 12-week mentoring program. Three unique trajectories were identified (1) a class exhibiting stable, high levels of MIL (high class, 86%), (2) a class exhibiting the lowest initial levels of MIL that increased over time (increasing class, 5%), and (3) a class exhibiting decreased MIL (decreasing class, 8%). Results indicated mentors’ adverse experiences, role self-efficacy, and the quality of the mentor–mentee relationship were associated with unique change trajectories. Results indicate heterogeneity in the process of deriving MIL, with certain individuals benefitting more than others from serving as a mentor.