Background: Practitioners want to create meaningful experiences for youth because they provide positive benefits. Immersion semester high schools are likely to provide meaningful experiences. Purpose: This study sought to identify what types of activities are most meaningful to youth, whether activities are more meaningful in immersion semester high schools, and to determine which aspects of immersion semester high schools predict meaningfulness and whether this varies by emotional valence. Methods: Youth ( N = 261) provided 11,498 surveys (6,062 at program/5,435 at home) when they participated in an immersion semester high schools and when they were at home. They reported on the meaningfulness of experiences twice daily for 3 weeks in each context. Findings: The results showed that hanging out with peers was the most meaningful activity, that experiences in immersion semester high schools were more meaningful than at home, and that whereas higher levels of emotion predicted higher levels of meaningfulness regardless of how positive or negative the experience was, behavioral engagement was more predictive for positive experiences, whereas psychological engagement was more predictive for negative experiences. Implications: Immersion semester high schools can create more meaningful experiences than at home, especially those that are emotionally engaging.

中文翻译：

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调查沉浸式学期高中如何促进有意义的体验

背景：从业者希望为年轻人创造有意义的经历，因为它们可以带来积极的好处。沉浸式学期高中可能会提供有意义的经历。目的：本研究旨在确定哪些类型的活动对青少年最有意义，活动在沉浸式学期高中是否更有意义，并确定沉浸式学期高中的哪些方面可以预测意义，以及这是否因情绪效价而变化。方法：青少年（N = 261）在参加沉浸式学期高中和在家时提供了 11,498 份调查（6,062 份在项目中/5,435 份在家里）。他们每天两次报告每种情况下经历的意义，持续三周。调查结果：结果表明，与同龄人一起出去玩是最有意义的活动，在沉浸式学期高中的经历比在家里更有意义，而且无论经历是积极还是消极，较高的情绪水平都预示着较高的意义。是，行为参与更能预测积极经历，而心理参与更能预测消极经历。启示：沉浸式学期高中可以创造比在家更有意义的体验，尤其是那些情感上吸引人的体验。