初中生生命意义感干预研究综述

A Review of Intervention Research on Meaning in Life among Junior High School Students

摘要: 生命意义感反映个体对自身生活价值、发展方向及生活经历的理解，是青少年积极发展的重要心理资源。初中阶段是自我认识、价值观和未来方向逐渐发展的时期，生命意义感的培养具有一定的教育价值。文章采用叙述性综述方法，检索中国知网、万方、维普与Web of Science四个数据库，共纳入21篇文献，对国内外初中生及年龄相近青少年生命意义感干预研究进行梳理。结果显示：以初中生为对象的干预研究共6项，干预内容涉及生命教育与意义探索、基本心理需要、心理资本、社会支持、感恩、运动体验与未来目标等；实施方式集中于心理健康课程、团体辅导与体验式活动三类。已有证据初步支持生命意义感具有可培养性，学校情境可为干预提供实施场景。但现有研究存在三方面局限：一是分析框架与测量工具之间存在错位，多数研究以三成分模型组织论述，实际测量却采用只涵盖意义拥有与意义寻求的二维量表；二是样本量普遍偏小、对照设置与随机化程度不足；三是缺少追踪测量，效果的持续性未能得到检验。未来可结合初中生的发展特点，进一步完善干预内容与实施形式，并加强长期效果的检验。

Abstract: Meaning in life reflects an individual’s understanding of the value, direction, and experience of his or her own life, and serves as an important psychological resource for positive youth development. The junior high school period is a critical stage in which self-awareness, values, and future orientation gradually take shape; therefore, cultivating meaning in life holds considerable educational value. This paper adopted a narrative review approach. Four databases (CNKI, Wanfang, VIP, and Web of Science) were systematically searched, and 21 publications were included to synthesize intervention studies on meaning in life among junior high school students and adolescents of comparable age. The results showed that six intervention studies directly targeted junior high school students, covering life education and meaning exploration, basic psychological needs, psychological capital, social support, gratitude, exercise experience, and future goals. Delivery formats mainly comprised mental health courses, group counseling, and experiential activities. Existing evidence tentatively supports the malleability of meaning in life, and the school context provides a feasible setting for such interventions. Three major limitations were identified. First, a mismatch exists between analytical frameworks and measurement instruments: most studies organized their arguments around a tripartite model while actually employing two-dimensional scales that assess only the presence of and search for meaning. Second, sample sizes were generally small, and control conditions and randomization were often inadequate. Third, follow-up assessments were largely absent, leaving the maintenance of intervention effects untested. Future research should further refine intervention content and delivery formats in light of junior high school students’ developmental characteristics and strengthen the examination of long-term outcomes.