(PS8-D84) One Perfect Day: Results from a Pilot Meaning in Life Intervention

Experiencing life as meaningful is associated with psychological well-being and is protective against stress. Meaning in life is especially relevant for undergraduate students as they develop their identities and navigate developmental tasks, such as career decision-making. Few interventions target exploration of one’s values and meaning in life despite the potential widespread impact. The current study involved pilot testing a novel, theory-based 10-minute online meaning intervention with a sample of undergraduate students aimed at active exploration of values and meaning in life.

Participants (N=194; 74% female, 60% White; M_age = 19.60, SD= 1.62) completed questionnaires related to demographics, meaning in life, psychological and physical health and were then randomized to a control (n =121) or intervention (n = 73) condition. The central manipulation in the control versus intervention group was the content of the writing task. In the control group, participants were asked to write about their typical schedule while the intervention group was asked to design a perfect day. Participants in both groups were then encouraged to write about how this day (typical or ideal) reflects their values. Finally, participants in the intervention condition were asked to list three things they could do starting today to make more of their typical days like their ideal day. Two weeks later, participants were prompted to complete questionnaires and provide qualitative feedback about the intervention. Specifically, participants in the intervention group were asked if they thought about values in the context of daily activities more frequently and if they noticed any changes in their behaviors or feelings. Only participants who completed both pre- and post- questionnaires were included in analyses.

At baseline, participants in the control condition had significantly higher scores on meaning in life (M=24.46, SD=6.04) than participants in the intervention condition (M=22.16, SD=6.64). Paired samples t-tests revealed the intervention approached significance in increasing meaning in life from pre- to -post-intervention (M_{changeintervention}=1.23(3.03), M_{changecontrol}=.52(2.97); F = 3.18, p = .08). Post-hoc analyses revealed that female participants assigned to the intervention condition (n=56) reported a significant increase in meaning in life compared to female participants in the control condition (n =88)(M_{changeintervention}= 1.32(3.07), M_{changecontrol} = .25 (2.87); F =5.31, p = .02).

In addition to quantitative results, content analysis of qualitative data revealed that the intervention increased participants’ self-reflection, specifically consideration of the alignment between their values and behaviors, as well as increased intentionality in engaging in daily activities that align with values. Overall, results of this pilot study support that this brief, online activity enhanced meaning in life among female undergraduate participants. Additional research is needed to explore the mechanisms by which this intervention promotes meaning in life and to examine this intervention in individuals of various ages, ethnic and racial groups, and socioeconomic status and education levels.