| 其他摘要 | The teenage years are full of challenges and confusion, which happens to be a key stage in the development of life purpose, so it is necessary to pay attention to the life purpose of adolescents. There are many factors influencing adolescents' life purpose, and rich external and individual resources are important factors. Life purpose can reduce depression among adolescents. Therefore, focusing on the core variable of adolescent life purpose, this study explored the relationship between teacher support and adolescent life purpose on the one hand, and also explored the relationship between adolescent life purpose and depression on the other hand.
Objective: Study I: 1. To explore the relationship between teacher support and adolescents' sense of life purpose, and the mediating effect of intentional self-regulation. 2. To explore the relationship between teacher support and adolescents' different life purpose content, and the mediating effect of intentional self-regulation. Study II: 1. To explore the relationship between adolescents' sense of life purpose and depression, as well as the mediating effect of life involvement and the moderating effect of grade. 2. To examine what types of life purpose adolescents have, the relationship between different life purpose and depression, the mediating effect of different activity involvements and the moderating effect of grade.
Methods: Based on the Positive Youth Development Theory, this study was consisted of two sub-studies. In study I, 205 adolescents in grades 7-9 were followed up with the Revised Youth Purpose Survey, the Perceived School Climate Scale and the Selection-Optimization-Compensation Questionnaire. In study II, 650 adolescents in grades 4-9 were surveyed by using the Revised Youth Purpose Survey, the Depression Self-Rating Scale for Children.
Results: Study I: 1) T1 teacher support predicted T2 adolescents' sense of purpose in life, with T2 intentional self-regulation played a mediator role; 2) T1 teacher support predicted T2 Beyond-the-Self life purpose, with T2 intentional self-regulation played a mediator role. T1 teacher support was not significantly related to T2 other purpose. Study II: 1) Adolescents' sense of life purpose predicted depression through life involvement, and grade played a moderating role in this process. Compared with primary school students, middle school students' improved sense of life purpose had a more pronounced protective effect on depression, and the improvement of life involvement was more obvious; 2) Adolescents' life purpose content was classified into three categories, social purpose, grand purpose, and ego purpose. Social purpose had the most prominent protective effect on depression, followed by grand purpose; 3) Adolescents' life purpose content predicted depression through a variety of activity involvements, including family activities, school activities, public services, and extracurricular activities, with family activities and school activities as the main types for adolescents.
Conclusions: 1. Teacher support was a beneficial developmental resource for adolescents to enhance their sense of purpose in life and develop Beyond-the-Self life purpose; 2. As an individual development advantage, intentional self-regulation played an important role in integrating environmental resources for self-development. 3. Enhancing adolescents' sense of life purpose, especially middle school students, can better maintain mental health; 4. Paying special attention to the content of adolescents' life purpose, especially Beyond-the-Self life purpose such as social and grand purpose, which was conducive to adolescents' mental health; 5. Participation in a variety of activities in life was a very important way to develop, with family activities and school activities as the main focus, supplemented by other activities. |
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