2.2.1. iGen Experiences and Meaning 
We captured students’ experiences and perspectives about interacting with the Elders of iGen using several measures. Specifically, students indicated which activities they regularly completed with the Elders from a list of five options (e.g., conversation, games/puzzles, art) and how often they undertook each of these activities during a regular week. The list of activities was generated in partnership with the director of iGen to be the most common activities that students could engage in during iGen. Students also had the option to list and report on the time they spent engaging in other activities, and also reported how much time they spent having conversations with Elders on a regular school day using a single face-valid item.Importantly, we measured students’ overall sense of meaning from their interactions with Elders. While this measure does not directly capture the number of prosocial actions enacted over the school year, we reasoned that this measure offered initial, indirect insight into whether real-world prosocial behavior is associated with students’ psychological well-being because (1) prosociality is deeply integrated into the program and represents a core aspect of many of the student–Elder interactions, (2) people often find meaning from prosocial acts [Next, students completed several face-valid items assessing how many lasting friendships they made with the Elders during the year, how interested they were in their experiences with the Elders, and their general impressions of the overall program (see 