Table 1 Summary of Purpose Frameworks... | Emerald Publishing

Table 1

Summary of Purpose Frameworks Used in the Special Issue

Authors	Definition	Dimensions	Measurement	Population
Malin, Liauw, & Remington	A stable, higher order intention or goal to accomplish something of consequence to the world beyond the self (Damon et al., 2003).	Beyond-the-self orientation Goal commitment	Stanford Assessment of Purpose for Youth (Malin, Damon, & Colby, 2014). Measures beyond-the-self intention dimension of purpose by counting how many beyond-the-self life goals the respondent selected, and the engaged commitment dimension as a continuous indicator of level of commitment to the goals they selected.	Eighth- and ninth-grade students (demographics at Time 1, n = 1,304) 80.4% Pennsylvania, 6.0% California, 2.6% Idaho, 11.0% Texas 49.8% female 47.2% African American, 24.2% Caucasian, 16.0% Hispanic, 11.3% Asian American, 0.8% Multiracial/Other 65.5% free/reduced lunch
Bronk et al.	A long-term, forward-looking intention to accomplish aims that are both meaningful to the self and of consequence to the world beyond the self (Damon et al., 2003)	Personal meaningfulness Goal orientation Beyond-the-self orientation	Searching for Purpose measure (Dubon et al., 2019) Claremont Purpose Scale (Bronk et al., 2018) was administered to measure the three dimensions of purpose (personal meaningfulness, goal orientation, beyond-the-self orientation)	18-to 30-year-old Internet sample 59% female, 40% male, 2% androgynous) Caucasian 73%, African American 10%, Hispanic/Latino 8%, Asian 5%, more than one ethnicity 3%
Quinn, Heckes, & Shea	A long-term intention to accomplish something that is both personally meaningful and of consequence to the world beyond the self (Damon et al., 2003)	Intention Personal meaning Beyond-the-self orientation Engagement	N/A (No measure of purpose. Teachers and students answered questions about practices to support each dimension of purpose)	9 teachers from 3 high schools 26 high school students (1 freshman, 11 sophomores, 13 juniors, and 1 senior) Female (n = 22) Black/African American (n = 9) Hispanic/Latino (n = 16) Black/African American and Hispanic/Latino (n = 1)
Sharma & Yukhymenko-Les croart	Informed by Bronk’s (2014) emphasis of both the presence of and search for purpose as well as Damon et al.’s emphasis on beyond-the-self orientation.	Awareness of purpose Awakening to purpose Altruistic purpose	Revised Sense of Purpose Scale. One scale with three subscales: awareness of purpose, awakening to purpose, and altruistic purpose subscale	681 university students (18 to 25 years old) 76.4% female Hispanic or Latino (41.4%), White (28.8%), Asian or Pacific Islander (15.7%), Black or African American (3.1%), and “other” or multiethnic (10.9%) 115 freshmen (16.9%), 107 sophomores (15.7%), 175 juniors (25.7%), and 171 seniors (25.1%), as well as 102 graduate students (15.0%) and 11 “other” (students pursuing teaching credentials)
Nayman, Elias, Selby, & Fishman	A personally meaningful and enduring aim that provides an individual with a nonharmful direct ion in life	Engagement Commitment Classification of purpose types	Engagement and Classification: Coded from student essays about purpose Commitment: Adaptation of previous purpose measures (Bundick et al., 2006; Lippman et al., 2014). Modified “perseverance of effort” subscale of the Short Grit Scale (Duckworth & Quinn, 2009)	Middle school students 79% of students qualified for free or reduced price lunch Hispanic (44.4%), White (24.2%), Black (21%), Asian (10.5%)
Stillman & Martinez	Not complete in your lifetime. Pointed outward. Integrates and encompasses all dimensions of your life Motivates and inspires at a deep level. No one has to be “less than” or “wrong” to pursue one’s noble goal.	Pursue a noble goal is one of eight competencies as part of a larger emotional intelligence framework	Suggested measurement: Six Seconds Emotional Intelligence Assessment (SEI-YV) Youth Version (Jensen, Dijk, & Freedman, 2012). Provides a profile of the 8 competencies in the Six Seconds EQ model, including pursue a noble goal.	Not specified (practitioner article)
Klein, Liang, Sepulveda, & White	Purposeful individuals have long-term aspirations, demonstrate sustained engagement in the pursuit of that aspiration, and exhibit a desire to contribute to the world beyond oneself (Damon et al., 2003).	Not specified (practitioner article)	Not specified (practitioner article)	Urban high school

Authors	Definition	Dimensions	Measurement	Population
Malin, Liauw, & Remington	A stable, higher order intention or goal to accomplish something of consequence to the world beyond the self (Damon et al., 2003).	Beyond-the-self orientation Goal commitment	Stanford Assessment of Purpose for Youth (Malin, Damon, & Colby, 2014). Measures beyond-the-self intention dimension of purpose by counting how many beyond-the-self life goals the respondent selected, and the engaged commitment dimension as a continuous indicator of level of commitment to the goals they selected.	Eighth- and ninth-grade students (demographics at Time 1, n = 1,304) 80.4% Pennsylvania, 6.0% California, 2.6% Idaho, 11.0% Texas 49.8% female 47.2% African American, 24.2% Caucasian, 16.0% Hispanic, 11.3% Asian American, 0.8% Multiracial/Other 65.5% free/reduced lunch
Bronk et al.	A long-term, forward-looking intention to accomplish aims that are both meaningful to the self and of consequence to the world beyond the self (Damon et al., 2003)	Personal meaningfulness Goal orientation Beyond-the-self orientation	Searching for Purpose measure (Dubon et al., 2019) Claremont Purpose Scale (Bronk et al., 2018) was administered to measure the three dimensions of purpose (personal meaningfulness, goal orientation, beyond-the-self orientation)	18-to 30-year-old Internet sample 59% female, 40% male, 2% androgynous) Caucasian 73%, African American 10%, Hispanic/Latino 8%, Asian 5%, more than one ethnicity 3%
Quinn, Heckes, & Shea	A long-term intention to accomplish something that is both personally meaningful and of consequence to the world beyond the self (Damon et al., 2003)	Intention Personal meaning Beyond-the-self orientation Engagement	N/A (No measure of purpose. Teachers and students answered questions about practices to support each dimension of purpose)	9 teachers from 3 high schools 26 high school students (1 freshman, 11 sophomores, 13 juniors, and 1 senior) Female (n = 22) Black/African American (n = 9) Hispanic/Latino (n = 16) Black/African American and Hispanic/Latino (n = 1)
Sharma & Yukhymenko-Les croart	Informed by Bronk’s (2014) emphasis of both the presence of and search for purpose as well as Damon et al.’s emphasis on beyond-the-self orientation.	Awareness of purpose Awakening to purpose Altruistic purpose	Revised Sense of Purpose Scale. One scale with three subscales: awareness of purpose, awakening to purpose, and altruistic purpose subscale	681 university students (18 to 25 years old) 76.4% female Hispanic or Latino (41.4%), White (28.8%), Asian or Pacific Islander (15.7%), Black or African American (3.1%), and “other” or multiethnic (10.9%) 115 freshmen (16.9%), 107 sophomores (15.7%), 175 juniors (25.7%), and 171 seniors (25.1%), as well as 102 graduate students (15.0%) and 11 “other” (students pursuing teaching credentials)
Nayman, Elias, Selby, & Fishman	A personally meaningful and enduring aim that provides an individual with a nonharmful direct ion in life	Engagement Commitment Classification of purpose types	Engagement and Classification: Coded from student essays about purpose Commitment: Adaptation of previous purpose measures (Bundick et al., 2006; Lippman et al., 2014). Modified “perseverance of effort” subscale of the Short Grit Scale (Duckworth & Quinn, 2009)	Middle school students 79% of students qualified for free or reduced price lunch Hispanic (44.4%), White (24.2%), Black (21%), Asian (10.5%)
Stillman & Martinez	Not complete in your lifetime. Pointed outward. Integrates and encompasses all dimensions of your life Motivates and inspires at a deep level. No one has to be “less than” or “wrong” to pursue one’s noble goal.	Pursue a noble goal is one of eight competencies as part of a larger emotional intelligence framework	Suggested measurement: Six Seconds Emotional Intelligence Assessment (SEI-YV) Youth Version (Jensen, Dijk, & Freedman, 2012). Provides a profile of the 8 competencies in the Six Seconds EQ model, including pursue a noble goal.	Not specified (practitioner article)
Klein, Liang, Sepulveda, & White	Purposeful individuals have long-term aspirations, demonstrate sustained engagement in the pursuit of that aspiration, and exhibit a desire to contribute to the world beyond oneself (Damon et al., 2003).	Not specified (practitioner article)	Not specified (practitioner article)	Urban high school