Characteristics and Correlates of Meaning in Life Profiles among Chinese Rural Adolescents.

The Journal of Psychology Pub Date : 2024-04-23 DOI:10.1080/00223980.2024.2338760

Yumei Li, Sylvia Y C L Kwok

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Abstract

The meaning in life (MIL) in adolescence is crucial in the developmental process of life. Anchored in the Integrated Model of Meaning Making and the Dual-Systems Model of Meaning, the present study aimed to explore the MIL profiles among Chinese rural adolescents and their characteristics, as well as the role of depression, well-being, character strengths, and academic encouragement in differentiating the MIL profiles. A sample of 579 adolescents from rural China (Mean age = 15.33, SD = 1.69, aged from 12 to 19, female = 56.47%) participated in the survey. Latent profile analysis examined six dimensions of MIL: search for meaning, presence of meaning, need for meaning, meaning confusion, meaning anxiety, and meaning avoidance. Four profiles with different meaning characteristics were revealed: Meaning Oriented profile (18.48%), Bewildered profile (17.62%), Perfunctory profile (51.47%), and Indifferent profile (12.44%). The Meaning Oriented profile had the highest well-being scores and the lowest depression scores compared to the other three profiles. Adolescents with higher character strengths or academic encouragement were less likely to be in the other three profiles than in the Meaning-Oriented profile. The current findings suggest the need for targeted intervention strategies for adolescents with different MIL profiles.

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中国农村青少年生活意义档案的特征与相关性。

青少年时期的人生意义（MIL）在人生发展过程中至关重要。本研究以 "意义建构整合模型 "和 "意义双系统模型 "为基础，旨在探讨中国农村青少年的生命意义状况及其特点，以及抑郁、幸福感、性格优势和学业鼓励在生命意义状况差异中的作用。579名中国农村青少年（平均年龄15.33岁，标准差1.69岁，年龄12-19岁，女性占56.47%）参与了调查。潜在特征分析研究了 MIL 的六个维度：意义搜寻、意义存在、意义需求、意义困惑、意义焦虑和意义回避。结果显示了四种具有不同意义特征的特征：意义导向型（18.48%）、困惑型（17.62%）、敷衍型（51.47%）和冷漠型（12.44%）。与其他三种特征相比，"意义导向特征 "的幸福感得分最高，抑郁得分最低。与 "以意义为导向 "的青少年相比，具有较高性格优势或学习成绩较好的青少年进入其他三种类型的可能性较小。目前的研究结果表明，有必要对具有不同 MIL 特征的青少年采取有针对性的干预策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of Psychology

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