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The Development of Life Purpose
in College Students: A Preliminary Study on the
Effects of an International Living and Learning Experience
Cindy Miller-PerrinDon Thompson
Pepperdine University
Conference of the Association for the Study of Higher Education
November 7, 2009 1
The Value of Study Abroad
Foreign Language Proficiency Enhanced Cultural
Understanding Personal Growth
Intellectual Emotional
External vs. Internal Educational Goals
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Research Hypothesis
Students who participate in an International Program have more significant growth in faith, sense of life purpose and calling, and identity than those who do not.
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Sampling Method
Participants drawn from stratified random sample of 300 students from 2002 entering class
Current sample included 74 students ranging in age from 18-22 years
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Sample Demographics
Participants primarily Caucasian (70%)
Primarily Protestant (65%) Parental income over $100,000
(47%)
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Dependent Measures
Faith Surveys Faith Attitudes and Experiences
Identity Status Diffusion, Foreclosure, Moratorium,
Achievement Life Purpose
Sense of Life Purpose, Calling, Discernment
Service Toward Others6
Faith Attitude Survey
Subscales Sample Items
Strength of Beliefs
I view myself as a religious person. I have doubts about whether my religious
beliefs are true.
Importance of
Faith
Religion is not a very important part of my life right now.
My faith is not very important to me.
Life Application of
Faith
I depend on my faith in God for decision-making and direction.
I try hard to carry my religious beliefs into all other dealings in my life.
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Faith Experience Survey
Subscales Sample Items
Religious Behavior
How often do you attend religious services? How often have you read the bible in the last
year? Within your religious or spiritual tradition,
how often do you meditate?
Spiritual Feelings
I find strength and comfort in my religion or faith
I feel God's love for me, directly or through others
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Ego Identity Status Measure Classifies subjects into one of four identity groups:
Achievement: exploration and commitment “It took me a while to figure it out, but now I really know what I want for a
career.” Moratorium: exploration without commitment
“Religion is confusing to me right now. I keep changing my views on what is right and wrong for me.”
Foreclosure: no exploration, but commitment “My parents decided a long time ago what I should go into for
employment and I’m following through with their plans.” Diffusion: no exploration or commitment
“I haven’t really considered politics. It just doesn’t excite me much.”
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Vocational Calling Survey
Subscales Sample Items
Sense of Life
Purpose,
Calling, and
Discernment
I have a well-developed understanding of what my gifts and talents are.
I have a good sense for my purpose in life
Service Toward
Others
I plan to enter a career that emphasizes service to others.
I feel a deep sense of responsibility for reducing pain and suffering in the world.
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International Programs at Pepperdine University
Provide students a life changing international experience designed for intellectual, social, personal and spiritual transformation.
Buenos Aires, Costa Rica, Florence, Heidelberg, Honduras, Hong Kong, Lausanne, London, Madrid, Thailand
55% of sophomores participate Student Experiences
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Living & Learning Community
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Academic Community
Library, computer lab, offices, classrooms, dorm rooms, & student center
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Spiritual Community
Weekly Bible Studies and House Church
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Mentoring Community
The mentor-protégé relationship is critical.
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Travel
Students travel each weekend Program-wide field trip each term
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Research Procedure Web-based survey, administered
every spring semester of students’ college career
Response rate ranged from 64-83% Analyzed subsample matched on age
and sex IP Group = 37 students who attended an
international program during their sophomore year
No IP Group = 37 students who did not attend an international program
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Results Preliminary analyses using chi-
square analyses indicated no significant IP group differences on measures of SES, religion, or ethnicity
Compared IP vs. No IP groups during first and senior years on measures of faith, vocational calling, and identity using repeated measures ANOVA
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Faith Application Scores for First-Year and Senior Time Periods
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Sense of Calling Scores for First-Year and Senior Time Periods
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Service Scores for First-Year and Senior Time Periods
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Achievement Scores for First-Year and Senior Time Periods
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Summary of Findings
International Living and Learning Experiences Enhance
Faith Application Vocational Discernment Vocational Service Identity Achievement
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ImplicationsShake students loose. Introduce them to an
experience, preferably in another culture, that demands that they question life assumptions.
Facilitate a sense of community, requiring mutual dependency and trust.
Practice mentoring. Train faculty and staff. Provide opportunities for the mentor-protégé connection.
Transformation will occur – watch for and nurture it.
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Conclusions International living and learning
experiences facilitate greater growth in faith, sense of life purpose, and identity
Significant opportunities for personal growth occur when students leave their cultural comfort zone and rely on communities with mentoring support.
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