Purpose is defined as a longstanding aim that is personally meaningful but also involves a desire to contribute to the world beyond the self (Damon, Menon, & Bronk, 2003). Research suggests that purpose is a key developmental task (Bronk, Hill, Lapsley, Talib, & Finch, 2009; Damon, 2009) as well as a major contributor to thriving (Damon et al., 2003; Bundick, Yeager, King, & Damon, 2010). Purpose is associated with positive outcomes including achievement, hope, life satisfaction, gratitude, compassion, and identity development (Bronk et al., 2009; Bronk, 2011; Damon et al., 2003; Malin, Liauw, & Damon, 2017). Adolescence and young adulthood represent critical periods in purpose cultivation (Damon, 2009). Along with youth purpose, Positive Youth Development researchers have become increasingly concerned with character. Grit is an aspect of performance character that can be defined as “perseverance and passion for longterm goals” (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087). Grit has been linked with outcomes such as academic achievement in college students and educational attainment among adults (Duckworth et al., 2007) as well as success in life (e.g., job retention; EskreisWinkler, Shulman, Beal, & Duckworth, 2014). For all the importance placed on the notion of grit, it may be argued that grit is more likely to ensue when there is a worthy purpose—one that is worth fighting for. Indeed, research has suggested that youth purpose may promote academic engagement and motivation (Damon, 2009; Liang et al., 2017) in the face of academic pressures. With increasing reports of stress and mental health issues during the transition to college, purpose may be especially important during the college years (Eagan et al., 2017). Despite this evidence that purpose provides motivation or grit to “stay the course,” few researchers have explicitly examined the connection between grit and purpose among adolescents and college students. Malin et al. (2017) found significant, albeit small, cor relations between grit and purpose in a sample of adolescents. In contrast, Vela, Smith, Whittenberg, Guardiola, and Savage (2018) did not find significant associations between grit and commitment to purpose, controlling for other positive psychology variables like hope, in their study of Latinx college students. Finally, Hill, Burrow, and Bronk (2016) examined a “purpose commitment hypo thesis” through two studies of college students that demonstrated

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意志与道路？美国三所大学学生的目标和毅力之间的关联

目的被定义为一个对个人有意义的长期目标，但也包括对超越自我的世界做出贡献的愿望（Damon、Menon 和 Bronk，2003 年）。研究表明，目标是一项关键的发展任务（Bronk、Hill、Lapsley、Talib 和 Finch，2009 年；Damon，2009 年），也是促进发展的主要因素（Damon 等人，2003 年；Bundick、Yeager、King 和达蒙，2010 年）。目的与积极的结果相关，包括成就、希望、生活满意度、感恩、同情心和身份发展（Bronk 等，2009；Bronk，2011；Damon 等，2003；Malin、Liauw 和 Damon，2017）。青春期和青年期是培养目的的关键时期（Damon，2009 年）。随着青年目的，积极青年发展研究人员越来越关注性格。毅力是绩效性格的一个方面，可以定义为“对长期目标的坚持和热情”（Duckworth、Peterson、Matthews 和 Kelly，2007，第 1087 页）。毅力与大学生的学业成就和成年人的教育成就（Duckworth 等，2007）以及生活成功（例如，工作保留；EskreisWinkler、Shulman、Beal 和 Duckworth，2014）等结果有关。尽管毅力的概念非常重要，但可能有人会争辩说，当有一个有价值的目标——一个值得为之奋斗的目标时，毅力更有可能随之而来。事实上，研究表明，面对学术压力，青年目标可能会促进学术参与和积极性（达蒙，2009 年；梁等人，2017 年）。随着在向大学过渡期间压力和心理健康问题的报告越来越多，在大学期间，目标可能尤其重要（Eagan 等，2017）。尽管有证据表明目标提供了“坚持到底”的动力或毅力，但很少有研究人员明确研究了青少年和大学生的毅力与目标之间的联系。马林等人。(2017) 在青少年样本中发现毅力和目标之间存在显着的、尽管很小的相关关系。相比之下，Vela、Smith、Whittenberg、Guardiola 和 Savage（2018 年）在对拉丁裔大学生的研究中没有发现毅力和对目标的承诺之间存在显着关联，控制了希望等其他积极心理学变量。最后，Hill、Burrow 和 Bronk（2016 年）通过对大学生的两项研究检验了“目的承诺假设”，这些研究证明