Date of Award
5-2025
Document Type
Thesis
Degree Name
Bachelor of Arts
Department
Psychology
First Advisor
Dr. Karen Kochel
Abstract
The purpose of this study was to investigate the associations between “direct” and “indirect” types of Community-Based Learning (CBL) and undergraduate students’ sense of purpose. Undergraduate students (N= 146), who completed a full CBL course in the Fall 2024, were recruited to complete this survey. The Claremont Purpose Scale (CPS) was used to measure students’ sense of purpose; there were three subscales within this scale measuring the three dimensions of sense of purpose (Goal Orientation, Personal Meaningfulness, Beyond-the-Self). There was no significant difference in overall sense of purpose among students who participated in indirect vs. direct modes of CBL, and counter to expectations, when students engaged in indirect CBL, they scored higher on the goal orientation dimension of the sense of purpose scale. These findings suggest that factors other than, or in addition to, type of CBL mode likely have implications for CBL’s association with students’ sense of purpose. Further research is needed to examine the long-term effects of CBL, and the associations between CBL elements and students’ sense of purpose.
Recommended Citation
Yim, Lauren, "Types of Community-Based Learning on Students’ Sense of Purpose" (2025). Honors Theses. 1866.
https://scholarship.richmond.edu/honors-theses/1866
