本研究的目的在描述大學生參與服務學習對生命意義的探究及對其影響因素之理解。研究者採行動研究法，以20位大學生為研究參與者，實施服務融入專業課程的形式，指導學生應用心理社會發展論設計服務方案，參與協助老榮民統整生命意義的服務活動，蒐集大學生的生命意義書寫單、服務日誌、服務心得的資料，進行質性分析。
結果顯示，大學生透過服務學習，回顧服務前較傾向負向、消極的低生命意義；在參與服務後，轉變為正向、積極的高生命意義。其影響因素包含領悟對生命重要他人的珍惜、老榮民生命意義的衝擊和學習及重構對老者的正向認知。

The purpose was to describe how university students explore the meaning of life through service learning and understand the affecting factors. Action research was adopted in the study. There were twenty university students attending to the course. The researcher integrated the service into to a professional course to guide who attended the university students to design the service program to apply the psychosocial development in the elderly to assist the senior veterans to integrate the meaning of life. The life meaning writing sheet, service journal, the service diary were gathered for qualitative analysis.
The result showed that the university students explored from negative and low meaning of life through positive and high meaning in the course. The influencing factors on the course included to insight to appreciate important person of life and the shock and learning for senior veterans’ meaning of life and reconstruct the positive understanding to elderly people.