For centuries people have wondered about the meaning of life. Scholars and common people have looked at this colossal question and have imagined the possibilities. An assortment of perspectives exists about what brings meaning to human life. Metz (2001) attempted to view the literature on this vast subject and cataloged various viewpoints into two overarching categories: the Supernaturalist perspective, and the Naturalist perspective. These umbrella perspectives refine and process some of the unconnected notions that exist in the fields of philosophy, primarily, but also in the field of psychology, about the meaning of life. Metzs framework was used in this study as a means to analyze and understand some of the varied perspectives. From his outline, this study was born. The purpose of this study was to understand what undergraduate students believe to be the meaning of life for them. Philosophical and psychological scholars suppose that certain factors in human beings lives bring them meaning and fulfillment. This study surveyed students' responses to these suppositions. In the survey students indicated which aspects of their lives brought them meaning, using a Likert-type scale. A survey was constructed by this researcher, using themes from the literature about meaning of life issues. The presented survey was used to uncover how people would rate the existing themes when confronted with them in a self evaluation. One hundred thirty two undergraduate students from the College of Education, at the University of Saskatchewan were surveyed, in October of 2002. Three Educational Psychology 258.3 classes were used in this research. The study found that the participating men and women tended to think similarly about most survey items that were related to their meaning in life. Three hypotheses were examined in this study. The first hypothesis was that the overall ranking given to the meaning of life statements in the survey will differ by gender was supported. Although some similarities did exist, rank order differed between males and females. Hypothesis two was that males and females will differ in their responses on each of the relevant statements relating to the meaning of life. This hypothesis was supported to an extent as well. However, only ten of the forty questions were demonstrated to show statistically significant differences in males/female responses. Hypothesis three was that males and females will differ in their responses to items on the Supernaturalist and Naturalist conceptions of a meaningful life. This was not supported to a great extent. Both males and females tended to rank Naturalist statements higher than they did Supernaturalist statements. The results of the survey indicated that the responding students found relationships to be of primary importance to them. For this sample of students, relationships with friends, family and a significant or intimate partner appeared to be the factors that contributed most to having meaningful lives.

For centuries people have wondered about the meaning of life. Scholars and common people have looked at this colossal question and have imagined the possibilities. An assortment of perspectives exists about what brings meaning to human life. Metz (2001) attempted to view the literature on this vast subject and cataloged various viewpoints into two overarching categories: the Supernaturalist perspective, and the Naturalist perspective. These umbrella perspectives refine and process some of the unconnected notions that exist in the fields of philosophy, primarily, but also in the field of psychology, about the meaning of life. Metzs framework was used in this study as a means to analyze and understand some of the varied perspectives. From his outline, this study was born. The purpose of this study was to understand what undergraduate students believe to be the meaning of life for them. Philosophical and psychological scholars suppose that certain factors in human beings lives bring them meaning and fulfillment. This study surveyed students' responses to these suppositions. In the survey students indicated which aspects of their lives brought them meaning, using a Likert-type scale. A survey was constructed by this researcher, using themes from the literature about meaning of life issues. The presented survey was used to uncover how people would rate the existing themes when confronted with them in a self evaluation. One hundred thirty two undergraduate students from the College of Education, at the University of Saskatchewan were surveyed, in October of 2002. Three Educational Psychology 258.3 classes were used in this research. The study found that the participating men and women tended to think similarly about most survey items that were related to their meaning in life. Three hypotheses were examined in this study. The first hypothesis was that the overall ranking given to the meaning of life statements in the survey will differ by gender was supported. Although some similarities did exist, rank order differed between males and females. Hypothesis two was that males and females will differ in their responses on each of the relevant statements relating to the meaning of life. This hypothesis was supported to an extent as well. However, only ten of the forty questions were demonstrated to show statistically significant differences in males/female responses. Hypothesis three was that males and females will differ in their responses to items on the Supernaturalist and Naturalist conceptions of a meaningful life. This was not supported to a great extent. Both males and females tended to rank Naturalist statements higher than they did Supernaturalist statements. The results of the survey indicated that the responding students found relationships to be of primary importance to them. For this sample of students, relationships with friends, family and a significant or intimate partner appeared to be the factors that contributed most to having meaningful lives.

The existential psychology’s concern with the feeling of meaningfulness in life forms the basis for the present study aiming to investigate the relationship between perceived meaningfulness, and search for meaningfulness in life, and level of conformity.  An online survey was distributed to employees at a university in Sweden, and included two questionnaires; the Meaning in Life Questionnaire (MLQ) and the Concern for Appropriateness (CFA) questionnaire. One hundred and two respondents completed the survey. CFA was found to significantly correlate with MLQ-Presence (r = -.456 p = <.001) and MLQ-Search (r = .307 p = .002). The present study found that the feeling of present meaningfulness was significantly lower among those who cared more about fitting into others´ norms concerning how to behave.

This focus of the current study is the role of meaning in life with respect to career decision and anxiety. It was hypothesized that: (1) There is a negative correlation between career decidedness and anxiety; (2) Meaning in life mediates the relationship between career decidedness and state anxiety; and (3) The relationship between career decidedness and state anxiety will be moderated by the search for meaning in life. Participants consisted of undergraduate students at a large Midwestern university. Measures include: the Career Decision Scale (CDS; Osipow et al., 1976), the Meaning in Life Questionnaire (MLQ; Steger et al., 2006), and the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA; Ree et al., 2000). The results indicate that the presence of meaning in life mediates the relationships between career decidedness and anxiety. However, the results did not support the hypothesis that the search for meaning in life moderates the relationship between career decidedness and anxiety. Future research and practical implications are also discussed.

Meaning in life is one of the most heavily researched constructs of positive psychology in the psychological literature. Despite its popularity, the positive psychology literature has been devoid of research that has explored the measurement of the construct with individuals who identify as African American. The present study was conducted to reexamine the cultural equivalence of the Meaning in Life Questionnaire (MLQ), a popular existing measure, with a predominantly African American sample. A sample of 155 African American and 179 White American college students were recruited from a southern metropolitan university and rural Midwestern university. Participants responded to the MLQ and a demographic questionnaire. The factor structure and the nature of the items were examined using a principal axis exploratory factor analysis with an oblique rotation (delta = 0). The results of the study were partially consistent with the existing literature on the MLQ, providing evidence to support the two factor structure of the measure. However, the nature of the items loading on each scale was called into question because the subsamples of participants responded significantly differently on the items of the Presence subscale. Furthermore, the reliability and communality value on one item (i.e., “My life has no clear purpose”), which was significantly lower, provided additional rationale for differences in MIL for these groups. The results suggested that there might be a noteworthy difference in: (a) how African American participants and White American participants interpreted the items and (b) how their subjective experience may influence responding to the items. In sum, the research has important implications for understanding the nature of African American meaning in life and its connection to the present day African American experience in the United States context.

In psychology and other related fields, the study of meaning in life has shown a re-emergence of scientific interest (e.g. Hicks & King, 2009; Ho, Cheung & Cheung, 2010; Steger, Oishi & Kashdan, 2009; Wong, 2011). The recent increase in interest may be attributed to the links made to positive psychological and health outcomes, such as: psychological strengths, subjective well-being and hope amongst others (Diener, 2000; Diener & Ryan, 2009; Fredrickson, 2000; Snyder, 2002; Ungar, 2008, 2011). Research has also shown that a lack of meaning in life has been linked to negative psychological outcomes (Steger et al., 2006; Zika & Chaimberlain, 1992). Whilst authors agree that meaning in life is important the conceptualisation of meaningfulness has been conflicted (Auhagen, 2000). More recently Steger and his colleagues (2006) have conceptualised that meaning in life consists of two inter-dependent constructs; namely the presence of meaning in life and the search for meaning in life. The presence of meaning in life is defined as “the extent to which people comprehend, make sense of and see significance in their lives, accompanied by the degree to which they perceive themselves to have a purpose, mission or overarching aim in life”; and the search for meaning in life refers to the “degree to which people are trying to establish and/or augment their comprehension of meaning in life, significance and purpose” (Steger et al., 2006). Based on this conceptualisation Steger et al. (2006) have developed the MLQ (Meaning in Life Questionnaire) with two separate but interrelated constructs; the Presence of Meaning in life (5-items) and the Search for Meaning in life (5-items). The items of the measure are measured on a 7-point Likert-scale where participants are required to state their agreement with statements ranging from 1 (Absolutely untrue) to 7 (Absolutely true). The aim of this study was to investigate the psychometric properties of the Meaning in Life Questionnaire (Steger et al., 2006) as a measure of the Search for and Presence of Meaning in life so as to validate the scale in an African context. In an endeavour to validate this scale a multicultural group of students from the North-West University in South Africa (n=326) recruited by their lecturers, completed a set of questionnaires. Most of the participants were female (n=243, 74.5%), while male participants made up 24.5% of the sample. The results of this study are in support of the scale’s reliability and validity in an African context. Confirmatory factor analysis confirms the goodness of fit of the scale. The two factor structure was favoured. In conclusion, future research should also investigate the measurement equivalence of the MLQ on the basis of language (see Hambleton & Zenisky, 2011; Van de Vijver & Leung, 2011). Measurement equivalence and item response theory studies may provide evidence on whether there are cross-cultural and language differences in how participants interpret and respond to the MLQ items. One might also assess relationships between meaning in life and positive functioning indicators in this sample. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

In psychology and other related fields, the study of meaning in life has shown a re-emergence of scientific interest (e.g. Hicks & King, 2009; Ho, Cheung & Cheung, 2010; Steger, Oishi & Kashdan, 2009; Wong, 2011). The recent increase in interest may be attributed to the links made to positive psychological and health outcomes, such as: psychological strengths, subjective well-being and hope amongst others (Diener, 2000; Diener & Ryan, 2009; Fredrickson, 2000; Snyder, 2002; Ungar, 2008, 2011). Research has also shown that a lack of meaning in life has been linked to negative psychological outcomes (Steger et al., 2006; Zika & Chaimberlain, 1992). Whilst authors agree that meaning in life is important the conceptualisation of meaningfulness has been conflicted (Auhagen, 2000). More recently Steger and his colleagues (2006) have conceptualised that meaning in life consists of two inter-dependent constructs; namely the presence of meaning in life and the search for meaning in life. The presence of meaning in life is defined as “the extent to which people comprehend, make sense of and see significance in their lives, accompanied by the degree to which they perceive themselves to have a purpose, mission or overarching aim in life”; and the search for meaning in life refers to the “degree to which people are trying to establish and/or augment their comprehension of meaning in life, significance and purpose” (Steger et al., 2006). Based on this conceptualisation Steger et al. (2006) have developed the MLQ (Meaning in Life Questionnaire) with two separate but interrelated constructs; the Presence of Meaning in life (5-items) and the Search for Meaning in life (5-items). The items of the measure are measured on a 7-point Likert-scale where participants are required to state their agreement with statements ranging from 1 (Absolutely untrue) to 7 (Absolutely true). The aim of this study was to investigate the psychometric properties of the Meaning in Life Questionnaire (Steger et al., 2006) as a measure of the Search for and Presence of Meaning in life so as to validate the scale in an African context. In an endeavour to validate this scale a multicultural group of students from the North-West University in South Africa (n=326) recruited by their lecturers, completed a set of questionnaires. Most of the participants were female (n=243, 74.5%), while male participants made up 24.5% of the sample. The results of this study are in support of the scale’s reliability and validity in an African context. Confirmatory factor analysis confirms the goodness of fit of the scale. The two factor structure was favoured. In conclusion, future research should also investigate the measurement equivalence of the MLQ on the basis of language (see Hambleton & Zenisky, 2011; Van de Vijver & Leung, 2011). Measurement equivalence and item response theory studies may provide evidence on whether there are cross-cultural and language differences in how participants interpret and respond to the MLQ items. One might also assess relationships between meaning in life and positive functioning indicators in this sample. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

South African education is faced with a wide array of problems, ranging from a shortage of educators (Xaba, 2011), to poor governance, poor performance, educators experiencing a negative organisational climate, and low morale (Jackson & Rothmann, 2006; Mentz, 2007). Modisaotsile (2012) further found that these educators experience a lack of overall commitment and focus. As it is known that experiencing more meaning in ones’ personal life and working environment leads to both positive health and work outcomes (Day & Rottinghaus, 2003; Harris & Thoresen, 2003; Lent, 2004; Steger, Frazer, Oishi, & Kaler, 2006), this study aims to make a contribution to the South African education sector by addressing means to improving meaning. This research could potentially help the South African education system by identifying factors that increase meaning in work; thus, helping to attract and retain good educators. In addition, the study aims to contribute to the literature by distinguishing meaning from other positive psychology concepts and to provide a clearer overall understanding thereof. Meaning in work in this study refers to the meaning, significance and/or purpose individuals derive from their work. Meaningful work should be seen as the umbrella term which covers a whole range of constructs including, meaningfulness, and the meaning of work (Steger, Pickering, Shin, & Dik, 2009). A qualitative design with a phenomenological strategy was used to uncover perceptions from the convenience sample (n=20) of secondary school educators. Semi-structured, one-to-one interviews with open-ended questions were used to collect the data from participants. Participants were also asked to diarise experiences relating to meaning for the following five working days after the interview, in order to support, strengthen, and validate the interviews’ results. The research findings were that meaning is seen by participants in this study as purpose and significance. Main antecedents were related to the transfer of knowledge and making a positive difference; whereas having positive, trusting relationships with learners, colleagues and parents, as well as feedback which was also important. Mechanisms to create meaning included effort and conscientiousness, as well as preparation as the most prominent mechanisms. Outcomes included happiness and meaningfulness and work engagement. This research study contributes to existing literature on meaning by giving a clear conceptualisation of the concept. Other contributions include a clear differentiation between meaning and meaningfulness, and that the meaning educators experience in their work might be linked to their specific context and key roles as educators. / MA (Industrial Psychology), North-West University, Vaal Triangle Campus, 2014

Les pertes liées à la capacité fonctionnelle, au réseau social et à l'approche de la mort, sont autant de menaces pour le bien-être en général mais représentent aussi des opportunités de transformation et de croissance par l'intégration des parties de sa vie en un tout cohérent et l'acceptation que la mort représente la fin naturelle de la vie. Ainsi la recherche d'un sens à sa vie est importante à n'importe quel âge et plus encore dans le grand âge. La présente étude s'est intéressée au rôle que joue le sens de la vie dans les stratégies d'adaptation et les attitudes face à une mort prochaine. Elle se divise en quatre chapitres. Le premier chapitre présente la problématique sous-jacente à la recherche, la question de recherche, la recension des écrits sur les principaux thèmes, les objectifs ainsi que le cadre théorique. Le deuxième chapitre traite de la méthodologie utilisée, des stratégies d'observation et d'analyse, des obstacles méthodologiques et des considérations éthiques. Le troisième chapitre présente les caractéristiques des participants, le processus d'analyse, les résultats et leur interprétation. Le quatrième chapitre présente la synthèse des résultats, une comparaison avec les autres études, le modèle exploratoire du lien entre sens de la vie, stratégies d'adaptation et attitudes face à la mort, la portée et les limites de la recherche ainsi que les pistes de recherches. La conclusion comprend des recommandations pour l'intervention tant au niveau du personnel soignant que pour les personnes âgées et leur entourage.

South African education is faced with a wide array of problems, ranging from a shortage of educators (Xaba, 2011), to poor governance, poor performance, educators experiencing a negative organisational climate, and low morale (Jackson & Rothmann, 2006; Mentz, 2007). Modisaotsile (2012) further found that these educators experience a lack of overall commitment and focus. As it is known that experiencing more meaning in ones’ personal life and working environment leads to both positive health and work outcomes (Day & Rottinghaus, 2003; Harris & Thoresen, 2003; Lent, 2004; Steger, Frazer, Oishi, & Kaler, 2006), this study aims to make a contribution to the South African education sector by addressing means to improving meaning. This research could potentially help the South African education system by identifying factors that increase meaning in work; thus, helping to attract and retain good educators. In addition, the study aims to contribute to the literature by distinguishing meaning from other positive psychology concepts and to provide a clearer overall understanding thereof. Meaning in work in this study refers to the meaning, significance and/or purpose individuals derive from their work. Meaningful work should be seen as the umbrella term which covers a whole range of constructs including, meaningfulness, and the meaning of work (Steger, Pickering, Shin, & Dik, 2009). A qualitative design with a phenomenological strategy was used to uncover perceptions from the convenience sample (n=20) of secondary school educators. Semi-structured, one-to-one interviews with open-ended questions were used to collect the data from participants. Participants were also asked to diarise experiences relating to meaning for the following five working days after the interview, in order to support, strengthen, and validate the interviews’ results. The research findings were that meaning is seen by participants in this study as purpose and significance. Main antecedents were related to the transfer of knowledge and making a positive difference; whereas having positive, trusting relationships with learners, colleagues and parents, as well as feedback which was also important. Mechanisms to create meaning included effort and conscientiousness, as well as preparation as the most prominent mechanisms. Outcomes included happiness and meaningfulness and work engagement. This research study contributes to existing literature on meaning by giving a clear conceptualisation of the concept. Other contributions include a clear differentiation between meaning and meaningfulness, and that the meaning educators experience in their work might be linked to their specific context and key roles as educators. / MA (Industrial Psychology), North-West University, Vaal Triangle Campus, 2014