Whether you love him or hate him, Arnold Schwarzenegger is an example of a person who has been planning his life and setting goals throughout. Given that he came from a small town in Austria, the chances of him becoming the person he is today were very slim. Although even his parents thought that his ideas of becoming a great body builder were outrageous and his fellow cadets made fun of him when he put in extra hours of training while he was in the military, holding on to his vision and dreams paid off in the end (see Schwarzenegger and Hall, 2012). So even though it was not obvious that he would achieve the goals he had set for himself, he made a plan and stuck to his plan to achieve his goals.

Now consider this story: Brian is CEO of a large bank, and seems by all standards to be living a fulfilling live. Although he is overseeing 1,200 employees, earns a good salary, has a nice house at the beach, and a wife and kids, he feels very unhappy with his current life. One day he decides that he does not want to live this life anymore and quits his job. He becomes a consultant (and his wife divorces him) but still struggles to find his passion. As he knows that the job he is doing is not his passion, he starts exploring what he would like to do. Unfortunately, having done things for so long that have not brought him satisfaction, only status and money, he seems to have trouble connecting to his “inner self.” In his search for why he has ended up this way, he realizes that he has been living the life his father had in mind for him. This leads him to think that, if it had not been for his father, he would probably have studied psychology instead of management.

These two, seemingly unrelated anecdotes, tell something very important: no matter how successful a person is in life, self-endorsed goals will enhance well-being while the pursuit of heteronomous goals will not (for a review see Ryan and Deci, 2001). This is an important statement and key to self-determination theory (SDT, Ryan and Deci, 2000), a macro-theory of human motivation, stressing the importance of self-motivated and self-determined goals to guide behavior for well-being and happiness. Goal attainment from self-concordant goals, or goals that fulfill basic needs and are aligned with one’s values and passions, has been related to greater subjective well-being (Sheldon, 2002), higher vitality (Nix et al., 1999), higher levels of meaningfulness (McGregor and Little, 1998), and lower symptoms of depression (Sheldon and Kasser, 1998). Self-concordant goals satisfy basic psychological needs of autonomy, competence, and relatedness, key attributes of SDT (Ryan and Deci, 2001), and have been found to be important across cultures (see Sheldon et al., 2004). With an increasing number of young people experiencing mental health problems, increasing health care costs and an aging society, the interest in cost-effective behavioral interventions that can improve mental and physical health is burgeoning (e.g., Oettingen, 2012; Fulmer et al., 2018; Chan et al., 2019; Wilson et al., 2019; for reviews see Wilson, 2011; Walton, 2014). Especially promising is the research on the topic of meaning and purpose in life (Steger, 2012). People with a purpose in life are less likely to experience conflict when making health-related decisions and are more likely to self-regulate when making these decisions and consequently experience better (mental) health outcomes (Kang et al., 2019). Furthermore, having a purpose in life can aid in overcoming stress, depression, anxiety, and other psychological problems (see Kim et al., 2014; Freedland, 2019). Finally, purpose in life has been related to a decrease in mortality across all ages (Hill and Turiano, 2014). It thus appears that many benefits may be gained by enhancing meaning and purpose in life. However, even if people realize they are in need of a purpose, the search for meaning does not automatically lead to its presence, and people searching for meaning are no more or less likely to plan for and anticipate their future (Steger et al., 2008b). This somewhat counterintuitive finding, showing that among undergraduate students the search for meaning is even inversely related to presence of meaning, points to the fact that the strategies people use to find meaning may not be very effective (Steger et al., 2008b). Early in life, the search for meaning is not negatively related to well-being, but the relationship between search for meaning and well-being becomes increasingly negative in later life stages (Steger et al., 2009). This means that even if people search for meaning, they may not find it, unless they are prompted to do so in an evidence-based manner, e.g., via a positive psychology intervention. Especially adolescents and young adults should be stimulated to search for meaning in an organized manner in order to experience higher levels of well-being early in life so that they can be more likely to have an upward cycle of positive experiences. An intervention to bring about purpose in life may be a promising way to achieve this. Recent research suggests that interventions aimed at enhancing purpose in life can be particularly effective if they are done early on, during adolescence and/or as part of the curriculum in schools (Morisano et al., 2010; Bundick, 2011; Schippers et al., 2015).

These interventions address an important contemporary problem, as illustrated by the two anecdotes above, namely that, many people drift aimlessly through life or keep changing their goals, running around chasing “happiness” (Donaldson et al., 2015). Others, as in the example of Brian above, live the life that their parents or significant others have in mind for them (Kahl, 1953). Several authors have indeed noted that the role of parents in students’ study and career choices has been under-researched (Jodl et al., 2001; Taylor et al., 2004), but choosing one’s study and career path according to one’s own preferences is likely to be more satisfying than living the life that others have in mind for one. Recently, it has been noted that especially “socially prescribed” perfectionism where people try to live up to the standards of other and also seek their approval is related to burn-out, depression and a lack of experienced meaning (Suh et al., 2017; Garratt-Reed et al., 2018; Curran and Hill, 2019). In our society, education is highly valued, but less emphasis is placed on structured reflection about values, goals, and plans for what people want in life. Oftentimes, education fosters maladaptive forms of perfectionism, instead of adaptive forms (Suh et al., 2017). Even if parents and educators do ask children what they want to become when they grow up, this most important question is not addressed in a consistent way that helps them to make an informed choice (Rojewski, 2005). Parents and educators tend to look at the children’s competences, rather than what they want to become and what competences they would need to develop in order to become that person (Nurra and Oyserman, 2018). Consequently, many people only occupy themselves with the daily events in their lives, while others try to keep every aspect of their lives under control and live the life that others have in mind for them. Some have an idea of what they want but have not thought about it carefully. Others may have too many goals, or conflicting goals, which is also detrimental to health and well-being (Kelly et al., 2015). Finally, parents and others with the best of intentions sometimes have goals in mind for children to pursue (Williams et al., 2000; Tamis-LeMonda et al., 2008).

A study by Nurra and Oyserman (2018) showed that children that were guided to experience connection between their current and adult future self, worked more and attained better school grades than children guided to experience low connection. Importantly, this was moderated to the extent that children saw school as the path to one’s adult future self. It seems important that people formulate and think about their (ideal) future self and that the present and future self are connected, e.g., by means of a goal-setting intervention. Studies among students also showed the importance of goal congruence. For instance, Sheldon and Kasser (1998) found that although students with stronger social and self-regulatory skills made more progress in their goals, and goal progress predicted subjective well-being (SWB), while the increase in well-being depended on the level of goal-congruence. Similarly, Sheldon and Houser-Marko (2001) found that entering freshman students with self-concordant motivation had an upward spiral of goal-attainment, increased adjustment, self-concordance, higher ego development, and academic performance after the first year. This points to the importance of making sure people reflect on and develop self-concordant goals (Locke and Schippers, 2018). If people have not formulated their own goals, there is a chance that they will lose contact with their core values and passions,” (Seto and Schlegel, 2018) as was the case in the anecdote of Brian. It may even feel as if they are living someone else’s life. For several reasons, it is important that people take matters into their own hands and reflect on and formulate their own goals in important areas of life (Williams et al., 2000). Indeed, people may have more influence on their own life than they think. Studies have already shown the beneficial effects of both job crafting—where employees actively reframe their work physically, cognitively, and socially (e.g., Wrzesniewski and Dutton, 2001; Demerouti, 2014; Vogt et al., 2016; Wessels et al., 2019)—and leisure crafting (Petrou and Bakker, 2016; Vogel et al., 2016; Petrou et al., 2017). A recent study by Demerouti et al. (2019) suggested that the beneficial implications of job crafting transcend life boundaries, which the authors state have also consequences in terms of experiencing meaning in life.

Building on the above, we suggest that the conscious process of “life crafting” could be similarly beneficial in helping people to find fulfillment and happiness (see Berg et al., 2010; Schippers, 2017). Importantly, life crafting is related to the most important areas of life, and thus allows for a more holistic approach in terms of shaping one’s life. We formally define life crafting as: a process in which people actively reflect on their present and future life, set goals for important areas of life—social, career, and leisure time—and, if required, make concrete plans and undertake actions to change these areas in a way that is more congruent with their values and wishes.

The process of life crafting fits with positive psychology and specifically the salutogenesis framework, which states that the extent to which people view their life as having positive influence on their health, explains why people in stressful situations stay well and may even be able to improve adaptive coping (Antonovsky, 1996). Salutogenesis focuses on factors that can support health, well-being, and happiness, as opposed to factors that cause disease (pathogenesis). The salutogenetic model with its’ central element “sense of coherence” is concerned with relationships around health, stress, and coping (Johnson, 2004). In his approach, Antonovsky views health and illness as a continuum, rather than a dichotomy (Langeland et al., 2007). Importantly, the framework assumes that people have resources available (biological, material, and psychosocial) that enable them to construct coherent life experiences (Mittelmark et al., 2017). The idea of salutogenesis is also closely tied to the literature on human flourishing that states that health defined as the absence of illness or disease does not do justice to what it means to be well and thriving (Ryff and Singer, 2000). Broaden-and-build theory can be used to make sense of how this may work out in practice: if people imagine a better future, they will be on the lookout for resources, because they have developed a more positive and optimistic mindset (Fredrickson, 2001; Meevissen et al., 2011). Over time, this broader mindset helps them to acquire more skills and resources and this may in turn lead to better health, happiness, and performance (Garland et al., 2010). When people have a purpose in life and are more balanced, this may have positive ripple effects on the people around them (Barsade, 2002; Quinn, 2005; Quinn and Quinn, 2009). Recent research suggests that health benefits of having stronger purpose in life are attributable to focused attention to and engagement in healthier behaviors (Kang et al., 2019). Indeed, stronger purpose in life is associated with greater likelihood of using preventative health services and better health outcomes (Kim et al., 2014). Importantly, the process through which purpose leads to health outcomes seems to be that people with a purpose in life are better able to respond positively to health messages. They showed reduced conflict-related neural activity during health decision-making relevant to longer-term lifestyle changes. Thus, having a purpose in life makes it easier for people to self-regulate (Kang et al., 2019). These results are very promising, as it seems that having a purpose in life can have both mental and physical health benefits, and behavioral interventions to increase purpose in life have been shown to be very cost-effective (e.g., Wilson et al., 2019). Importantly, purpose in life by writing about personal goals has been associated with improved academic performance (Morisano et al., 2010; Schippers et al., 2015, 2019; Travers et al., 2015; Schippers, 2017; Locke and Schippers, 2018).

Even so, thinking about how to attain a purpose in life via a process of life crafting can raise many questions. These include: what is the best way to set personal, self-congruent goals and start the process of life crafting? How does it work? Does the type of goal matter? Does the act of writing the goals down make a difference? Does it increase resourcefulness, self-efficacy, and self-regulation?

Research suggests that reflecting on and writing down personal goals is especially important in helping people to find purpose and live a fulfilling life (King and Pennebaker, 1996; King, 2001), and that in general writing sessions longer than 15 min have larger effects (Frattaroli, 2006). Indeed, the research on writing about life goals has been noted by Edwin Locke as a very important future development of goal-setting theory (Locke, 2019). Recent research shows that goals need not be specific, as long as plans are, and that writing about life goals and plans in a structured way is especially effective (Locke and Schippers, 2018; for a review see Morisano et al., 2010; Morisano, 2013; Schippers et al., 2015; Travers et al., 2015). As goal-relevant actions may be encouraged by embodied cognition, and embodied cognition has been related to (dynamic) self-regulation, this may be the process through which written goals lead to action (see Balcetis and Cole, 2009). Specifically, through the link between cognition and behavior, it can be seen as beneficial to write down intended actions as this will lay the path to act out the intended actions. The processing of the language facilitates the actions, as it consolidates the imagined actions (Addis et al., 2007; Balcetis and Cole, 2009; Peters et al., 2010; Meevissen et al., 2011). It has been suggested that goal-relevant actions may be encouraged by embodied cognition, through the process of self-regulation (Balcetis and Cole, 2009). Writing about actions one wants to take and very detailed experience in how it would feel to reach those goals, may make it much more likely for people to subtly change their behavior and actions into goal-relevant ones (e.g., looking for opportunities to reach ones goal, thinking more clearly if one wants to spend time on certain activities or not, etc.). Also, the writing can make sure that people realize the gap between actual and desired states regarding goals, and act as a starting point for self-regulatory actions (see King and Pennebaker, 1996). According to Karoly (1993, p. 25), “The processes of self-regulation are initiated when routinized activity is impeded or when goal-directedness is otherwise made salient (e.g., the appearance of a challenge, the failure of habitual action patterns, etc.). Self-regulation may be said to encompass up to five interrelated and iterative component phases of (1) goal selection, (2) goal cognition, (3) directional maintenance, (4) directional change or reprioritization, and (5) goal termination.” We believe that the process of writing about self-concordant goals makes (1) the necessity of goal-directed action salient, (2) starts a process of embodied cognition and dynamic self-regulation, and (3) starts an upward spiral of goal-congruence, goal attainment, and (academic) performance. Dynamic self-regulation is needed in the context of multiple goal pursuits where people manage competing demands on time and resources (Iran-Nejad and Chissom, 1992; Neal et al., 2017). In short, although goals are an important part of any intervention involving life crafting, the intervention and its effects are much broader. Such an intervention may be especially beneficial for college students, as it has been shown that students have lower goal-autonomy than their parents and parents reported higher levels of positive affect, lower levels of negative affect, as well as greater life-satisfaction (Sheldon et al., 2006).

In the interventions to date, which have been mainly conducted with students, individuals write about their envisioned future life and describe how they think they can achieve this life, including their plans for how to overcome obstacles and monitor their goals (i.e., goal attainment plans or GAP; e.g., Schippers et al., 2015). Both goal setting and goal attainment plans have been shown to help people gain a direction or a sense of purpose in life. Research in the area of positive psychology explains that people with a purpose in life live longer, have a better immune system, and perform better, even when one controls for things such as lifestyle, personality, and other factors relating to longevity (for a review see Schippers, 2017). At the same time, it has been suggested that relatively small interventions can have a huge impact on people’s lives (Walton, 2014). Writing about values, passion, and goals is an example of such an intervention, and we claim that having a purpose in life is fundamental and has ripple effects to all areas of life, including health, longevity, self-regulation, engagement, happiness, and performance (Schippers, 2017).

In order to provide a stronger theoretical foundation for this claim, we will describe the development of a comprehensive evidence-based life-crafting intervention that can help people find a purpose in life. The intervention shows very specific actions people can take to fulfill that meaning. We start by assessing existing interventions aimed at setting personal goals and will explore the theoretical and evidence-based foundation for those interventions. After that, we describe what a life-crafting intervention should ideally look like. We end with various recommendations for to how to ensure that many people can profit from this intervention (see also Schippers et al., 2015).

The meaning of life used to be an elusive concept for scientists, but in the last couple of years much progress has been made in this area. According to Buettner and Skemp (2016), ikigai—a Japanese term for purpose in life—was one of the reasons why people in certain areas of the world, known as “longevity hotspots,” had such long lives (see also Buettner, 2017). As our medical knowledge of longevity is increasing (e.g., Oeppen and Vaupel, 2002; Menec, 2003; Kontis et al., 2017), so too is our understanding of the associated psychological factors. These days, we have more knowledge of how people can live a meaningful life. Research has shown that ikigai, or purpose in life is related to increases in health and longevity across cultures, sexes, and age groups (Sone et al., 2008; Boyle et al., 2009). This relationship has been found even when things such as lifestyle, positive relationships with others, and general affect were controlled for in the analyses (Hill and Turiano, 2014). Note that, although a purpose in life sounds rather unclear or undefinable, people can derive a purpose in life from many different activities. It has been found that these activities can range from volunteering to giving social support to the elderly or even taking care of pets, and all of these have been shown to be related to an increase in happiness, better health outcomes, and greater longevity (for a review see McKnight and Kashdan, 2009). Indeed, in a study of 43,391 Japanese adults, it was found that, over a seven-year follow-up period, mortality was lower among those subjects who indicated that they had found a sense of ikigai or purpose in life (see also Sone et al., 2008; Schippers, 2017). Research among Japanese students has shown that enjoyable and effortful leisure pursuits can enhance student’s perception of ikigai. Ikigai was defined by the authors as “the subjective perceptions that one’s daily life is worth living and that it is full of energy and motivation” (Kono et al., 2019). They also found that leisure activity participation, general satisfaction with leisure activities, and the positive evaluation of leisure experiences were related to higher perception of ikigai (Kono, 2018; Kono and Walker, 2019). (Martela and Steger, 2016) suggested that meaning in life has three components: coherence, purpose, and significance. They state that “meaning in life necessarily involves (1) people feeling that their lives matter, (2) making sense of their lives, and (3) determining a broader purpose for their lives” (Martela and Steger, 2016). Also, Heintzelman et al. (2013) note that there are numerous positive physical and mental outcomes associated with self-reported meaning in life, such as health, occupational adjustment, adaptive coping, lower incidence of psychological disorders, slower age-related cognitive decline, and decreased mortality. Both the theory of ikigai and salutogenesis stress the coherence and purpose part, and other researchers have also picked up on these important elements (e.g., Urry et al., 2004; Martela and Steger, 2016). A review by Martela and Steger (2016) distinguished coherence, purpose, and significance as defining elements of meaning in life. Relatedly, theorizing around ikigai has shown that a sense of coherence develops around three distinct mechanisms, (1) valued experiences, (2) authentic relationships, and (3) directionality (Kono, 2018).

Practically, the importance of happiness to cultures and nations across the world has been indicated clearly by the value placed on it by the United Nations (UN). In 2012, UN Secretary-General Ban Ki-moon commissioned the first World Happiness Report, ranking countries according to people’s level of happiness. The UN’s 2016 Sustainable Development Goals Report included the goal of ensuring sustainable social and economic progress worldwide. In the UN’s 2017 happiness report, “eudaimonia,” a sense of meaning or purpose in life similar to ikigai, is mentioned as an important factor. This is based on research showing the importance of eudaimonic well-being. Indeed a review of research on hedonic and eudaimonic well-being concluded that autonomy and the integration of goals are important predictors of vitality and health (Ryan and Deci, 2001; Huppert et al., 2004) see also (Ryff, 2014). Self-determination theory, a macro theory of human motivation and personality, proposes that only self-endorsed goals will enhance well-being (Ryan and Deci, 2000). This pattern of findings is congruent with the examples we started with (i.e., the self-endorsed goals of Schwarzenegger and the heteronomous goals of Brian) and has also been supported in cross-cultural research, showing that the autonomy of goal pursuit matters in collectivistic and individualistic cultures, and for males and females (Hayamizu, 1997; Vallerand et al., 1997; Chirkov and Ryan, 2001; Ryan and Deci, 2001). As Ryan and Deci (2001, p. 161) conclude: “It is clear that, as individuals pursue aims they find satisfying or pleasurable, they may create conditions that make more formidable the attainment of well-being by others. An important issue, therefore, concerns the extent to which factors that foster individual well-being can be aligned or made congruent with factors that facilitate wellness at collective or global levels.”

The above shows that finding a purpose in life can have far-reaching consequences for individual happiness and performance but also for the well-being and happiness of people around them (Ryan and Deci, 2001). However, finding a purpose in life often requires a lengthy search, and some people never manage to find purpose in life (Schippers, 2017). The developments in terms of ensuring people find their true passion and at the same time help make the world a better place coincide with exciting developments in the area of social psychology. Positive psychology, or the scientific study of human flourishing that aims to optimize human functioning within communities and organizations, has become very influential both within and outside the scientific community (Gable and Haidt, 2005; Donaldson et al., 2015; Al Taher, 2019). It should be noted, however, that this area of study has also faced some criticism, as positive psychology behaviors such as forgiveness may not be functional in all contexts and circumstances (McNulty and Fincham, 2012). Nevertheless, several studies have shown that human flourishing is related to mental and physical health (e.g., Park et al., 2016), and reviews and meta-analyses have shown that positive psychology interventions work in terms of improving well-being and (academic) performance (Sin and Lyubomirsky, 2009; Durlak et al., 2011; Mongrain and Anselmo-Matthews, 2012; Waters, 2012). Thus, making sure that people receive positive psychology interventions, especially those relating to purpose in life, seems a viable and inexpensive way to help millions of people to have a better and healthier life (Menec, 2003; Seligman et al., 2005). Personal goal setting and life crafting seem the best way forward in this respect.

Life choices can be seen as crucial turning points in someone’s existence. Yet, most people find it difficult to make such important decisions. In particular, young adults struggle with the important life decisions they are expected to make as they move into early adulthood (Sloan, 2018). Recent research has shown that people with a purpose in life are less likely to experience regulatory issues during health decision-making and find it easier to make positive health-related lifestyle decisions (Kang et al., 2019), and it may be especially important to find a purpose in life for young adults (Schippers, 2017). Without such a purpose in life, a lot of time and energy is often “fretted away” on social media and on “busyness,” for instance (Bruch and Ghoshal, 2002, 2004; for a review see Schippers and Hogenes, 2011). At the same time, many people complain of having a lack of time, and it seems that it is more and more important to make conscious decisions on what to spend time on (Menzies, 2005). Life crafting using a personal goal setting intervention seems an important prerequisite in making these decisions. While in the past goal-setting theory has always stressed the importance of specific measurable goals (Locke and Latham, 2002), the act of writing about personal goals seems to be effective by defining very broad goals and linking these to specific goal-attainment plans. Research on the act of writing about personal goals started with Pennebaker’s research on traumatic writing (Pennebaker, 1997; Pennebaker and Chung, 2011). It was shown that writing about traumatic events was related to a decrease in depression and an increase in mental health (Gortner et al., 2006; Pennebaker and Chung, 2011). King (2001) suggested that future-oriented writing about one’s “best possible self” has a similar positive effect on an individual’s well-being, without the short-lived negative effect on mood that occurred after writing about traumatic events. Indeed, it has been shown that imagining one’s best possible self increases optimism and lowers depression (for a meta-analysis see Peters et al., 2010; Malouff and Schutte, 2017). Oyserman et al. (2006) found that a brief intervention that connected the positive “academic possible selves” of low-income minority high-school students with specific goal-attainment strategies improved their grades, standardized test scores, and moods.

Viktor Frankl, an Austrian neurologist and psychiatrist who had survived the holocaust, used his experience to formulate a theory on the meaning of life. He concluded that life can have meaning even in the most impoverished circumstances (Frankl, 1985, 2014). This is interesting, since this also means that good conditions are not an absolute prerequisite for formulating a goal in life. In contrast, it seems that having a goal in life can make people more resilient in terms of surviving harsh conditions. Wong (2014) described the logotherapy developed by Frankl as consisting of five testable hypotheses, including the self-transcendence hypothesis, the ultimate meaning hypothesis, and the meaning mindset hypothesis. These predict among other things that belief in the intrinsic meaning and value of life, regardless of circumstances contributes to well-being, and that a “meaning mindset,” as compared to a “success mindset,” leads to greater eudaimonic happiness and resilience (Wong, 2014). While this is important in terms of knowing what works for well-being and happiness, when people do not have a clear sense of purpose in life or know what they value in life and why, writing down their thoughts and formulating a strategy for their life is important. That does not have to be a lengthy process, but spending a few hours every couple of years might be enough (and is more than most people do).

People who keep searching for meaning without finding it, or who have conflicting goals, are often dissatisfied with themselves and their relationships (Steger et al., 2009). It is quite natural that in earlier stages of their life, people are often still searching for a sense of purpose or meaning in life. However, as stated before, later in life the search for meaning is related to lower levels of well-being (Steger et al., 2009). There is some evidence that having a sense of purpose is associated with organized goal structures and pursuit of goals and provides centrality in a person’s identity (Emmons, 1999; McKnight and Kashdan, 2009). It is thus important that people start thinking about their purpose in life as early as possible and repeat this process at all stages of life when they feel they should readdress their goals, such as when going to college, starting a new job, etc.

An important discussion in the literature is whether having a self-serving purpose (hedonistic, focused on attainment of pleasure and avoidance of pain) or one that is oriented toward helping others (eudaimonic, focused on meaning and self-realization) is more beneficial for happiness (Ryan and Deci, 2001; Keyes et al., 2002). Hedonistic and eudaimonic well-being seem to represent two different kinds of happiness (Kashdan et al., 2008). Although recent research has confirmed that both are related to well-being (Henderson et al., 2013), it is also conceivable that a purely hedonistic lifestyle may be unrelated to psychological well-being in the long run (see Huppert et al., 2004; Anić and Tončić, 2013; Baumeister et al., 2013). According to Schippers (2017, p. 21), “prior research has shown that altruistic goals may be particularly helpful in terms of optimizing happiness. Studies on ‘random acts of kindness’—selfless acts to help or cheer up other people—have shown that these acts strengthen the well-being at least of the person performing that act (Otake et al., 2006; Nelson et al., 2016).” Other research has shown that helping others is better for one’s well-being than giving oneself treats (Nelson et al., 2016). A study by (Steger et al., 2008a) suggested that “doing good” may be an important avenue by which people create meaningful and satisfying lives. Also, it has been found that pursuing happiness through social engagement is related to higher well-being (Ford et al., 2015).

The elements discussed above provide the context for developing a potentially effective life-crafting intervention. Although most agree that describing an ideal vision of the future would be a key element of such an intervention, below we identify other elements that should be included, whether the intervention is designed to improve well-being, happiness, performance, or all of these. According to McKnight and Kashdan (2009), “the creation of goals consistent with one’s purpose may be critical to differentiating between real purpose and illusory purpose” (p. 249). Recent research also showed that it is better to have no calling than an unfulfilled calling (see Berg et al., 2010; Gazica and Spector, 2015), making it also a boundary condition that people follow through on this. The importance of following through was shown in a 15-week study aimed at finding out whether engaging in trait-typical behaviors predicted trait change (Hudson et al., 2018). In this study, students provided self-report ratings of their personality and were required to complete weekly “challenges”—prewritten behavioral goals (e.g., “Before you go to bed, reflect on a positive social experience you had during the day and what you liked about it”). These challenges were aimed at aligning their thoughts, feelings, and behaviors with their desired traits (in case of the example this was extraversion). Importantly, results indicated that the mere acceptance of challenges was unrelated to trait changes. Only actually completing the challenges and performing these behaviors predicted trait change (Hudson et al., 2018). This may also hold true for the intervention described below and may be an important boundary condition. Although we have not found any negative effects of the intervention so far, theoretically it is possible that students formulate an “unanswered calling” which may impact happiness, well-being, and performance negatively. So far, only one study did not find the positive effects of a goal-setting intervention on academic outcomes (Dobronyi et al., 2019). This might indicate that for some groups (in this case economy students) the (brief) intervention is not effective in bringing about behavioral change and increasing academic achievement. Other studies showed a positive effect among management students (Schippers et al., 2015) and self-nominated struggling students (Morisano et al., 2010).

Below we provide broad outlines of one such evidence-based intervention, having first set out in brief the case for this particular intervention. Aligning itself to the UN’s sustainable development goals (SDGs), which relate to economic growth, social inclusion, and environmental protection (Stafford-Smith et al., 2017), Rotterdam School of Management (RSM) changed its mission to being a force for positive change in the world (Rood, 2019). As RSM is educating future leaders, in 2011, it introduced a goal-setting intervention so that first-year students could reflect on their personal goals and values. This is a three-stage intervention. In the first part, students write about their values and wishes as well as their ideal life and the life they wish to avoid, and in the second, they describe their specific goals and goal plans. The third part involves a photoshoot with a professional photographer, where students formulate a statement starting with “I WILL…,” (e.g., I WILL pursue my goal, I WILL inspire and facilitate sustainable development, I WILL create healthier businesses for a healthier world, and I WILL lead by example and inspire others to reach their goals).¹ This statement and the photo are then put on social media and displayed throughout the school.

The evidence-based goal-setting intervention has had a positive effect on study success, as has been shown by higher academic achievement and decreased dropout rates (Locke et al., 2014; Locke and Schippers, 2018). This was particularly true for ethnic minority and male students, who had underperformed in previous years (Schippers et al., 2015; for an elaborate description of the intervention see the supplementary material). In the meantime, plans have been made to make sure that the intervention is an integral part of the curriculum, so that students will develop skills for self-management and management of others and will consider what impact they can have on the world.

Formulating clear goals has been shown to contribute to student well-being and academic success (Morisano et al., 2010; Schippers et al., 2015, 2019; Locke and Schippers, 2018). However, this has been often neglected in education and work settings resulting in a lack of evidence based tools. The effects of goal setting on the well-being of students have hardly been tested. Recently, calls have been made for positive psychology interventions to be made part of the educational curriculum in order to teach students life skills and to combat the rising number of mental health problems such as depression (e.g., Clonan et al., 2004; Seligman et al., 2009; Schippers, 2017).

Informed by the theoretical frameworks of salutogenesis, embodied cognition, dynamic self-regulation, and goal-setting theory, in this paper, we outlined a life-crafting intervention in which participants complete a series of online writing exercises using expressive writing to shape their ideal future. Important elements of such an intervention that were covered are: (1) discovering values and passion, (2) reflecting on current and desired competencies and habits, (3) reflecting on present and future social life and (4) future career, (5) writing about the ideal future, (6) goal attainment plans, and finally (7) public commitment to goals.

The idea is to use the fantasized ideal future to deduce goals and formulate a strategy to reach these goals. Finally, participants commit to their intentions by having a photo taken to accompany their goal statement, which is then made public. We described the key elements of this intervention and outlined the theoretical rationale for each of these elements. As previous research has shown that developing life skills, such as being able to set goals and make plans to achieve them (i.e., goal setting), increases the resilience, well-being, and study success of students (Schippers et al., 2015, 2019; Locke and Schippers, 2018), it may be important to make this intervention available to a wider population.

Despite the obvious upside of experiencing meaning in life and having life goals as described in this paper, many people have difficulty choosing between the seemingly endless number of possibilities. The good news is that it is in principle never too late to find a purpose in life, although recent research suggests that it may be most beneficial to find a direction in life earlier rather than later (see Steger et al., 2009; Bundick, 2011; Hill and Turiano, 2014). It seems that interventions of the kind we have described above may be particularly helpful when one is entering into a new phase of life, such as when starting one’s study or just before entering the job market (see Kashdan and Steger, 2007).

The problem so far has been that most interventions are not easily taken to scale (for an exception see Schippers et al., 2015). Given the relatively low amount of costs and administrative work that the implementation of the outlined life crafting intervention entails, especially when compared to the potential benefits, we recommend its inclusion in student’s curriculums. Getting many (young) people to take part in an online life crafting intervention may be an important step in achieving not only higher academic performance, but also better well-being, happiness, health, and greater longevity (see Schippers et al., 2015). Using technology to assist with life crafting via a goal-setting intervention seems to be a particularly promising avenue as this is an approach that can be easily scaled up. Ideally then, these scalable and affordable interventions should not be regarded as an extra-curricular activity; it would be advisable to make them a formal part of the curriculum for all students. In a work context, employees could also benefit as this type of activity might be something that companies could easily offer. In short, life-crafting is about (1) finding out what you stand for (i.e., values and passions), (2) finding out how to make it happen (i.e., goal-attainment plans), and (3) telling someone about your plans (i.e., public commitment). Concluding, it seems that life crafting is about taking control of one’s life and finding purpose. Based on recent findings, it would be well-advised for many of us to carve out time to do an evidence-based life-crafting intervention.

MS has written the draft of the manuscript. NZ provided important intellectual input at all stages and helped to develop, review, and revise the manuscript.