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Exploring and assessing meaning in life in elementary school children: Development and validation of the meaning in life in children questionnaire (MIL-CQ)
Abstract
Meaning in life, which is almost unanimously recognized as a fundamental component of subjective well-being, has received little research attention when it comes to children, presumably due to a lack of suitable measurement tools for this age range. This study provides evidence for the internal consistency, factor structure, and validity of the Meaning in Life in Children Questionnaire (MIL-CQ), a new 21-item self-report measure of the presence and the sources of meaning in life in children, based on Viktor Frankl's concept of the ‘meaning triangle’ (Frankl, 1959). The MIL-CQ was administered to 1957 elementary school children aged 9–12 in two diverse samples from several cities in Israel. Exploratory and confirmatory factor analyses supported a 3-factor structure (creative, experience, and attitude), representing different sources of meaning in life. Children's level of meaning in life was positively associated with their life satisfaction and positive affectivity (higher positive emotions and lower negative emotions), and negatively with social and emotional difficulties. Girls reported significantly higher overall meaning in life than boys, and lower levels of social, emotional and behavioral problems. Theoretical and research implications of these findings are discussed.
... In these studies, elementary school children identified various sources of meaning in their lives, such as hobbies, relationships, life goals, and life experiences, some of which were no different from those of young adults (e.g., Kim et al., 2010;Shoshani & Russo-Netzer, 2017;Taylor & Ebersole, 1993). It remains unclear, however, whether these findings can be generalized to preschool children. ...
... Frankl described three pathways towards the discovery or creation of meaning that he termedthe creative, experiential, and attitudinal pathways (Batthyany & Russo-Netzer, 2014;Frankl, 1959). Although studies have indicated that elementary-aged children engage in all three pathways (Shoshani & Russo-Netzer, 2017), works on preschoolers suggest that concrete thinking may limit manifestations of the attitudinal pathway at this age (De Vogler & Ebersole, 1983;Taylor & Ebersole, 1993). Hence, preschoolers' meaning-making is largely likely to revolve around immediate interactions and engaging in activities that evoke emotional resonance, thus highlighting the importance of caregivers, peers, and familiar environments to its development (Shoshani & Russo-Netzer, 2017). ...
... Although studies have indicated that elementary-aged children engage in all three pathways (Shoshani & Russo-Netzer, 2017), works on preschoolers suggest that concrete thinking may limit manifestations of the attitudinal pathway at this age (De Vogler & Ebersole, 1983;Taylor & Ebersole, 1993). Hence, preschoolers' meaning-making is largely likely to revolve around immediate interactions and engaging in activities that evoke emotional resonance, thus highlighting the importance of caregivers, peers, and familiar environments to its development (Shoshani & Russo-Netzer, 2017). ...
This study aimed to investigate the sources of meaning in life of 3- to 6-year-olds. A sample of 291 children responded orally to questions about the most important aspects of their lives, and parents reported on their children's meaning in life using parent-reported questionnaire. Attachment patterns and Theory-of-Mind abilities were examined as possible antecedents of individual differences in meaning in life. Self, parental and preschool teachers' reports were obtained to assess the children's functioning and well-being. The findings indicated that preschool children are able to articulate their sense of meaning in life. Meaning in life increased with age and was partly mediated by Theory-of-Mind development. Securely attached children expressed more meaning in life than children classified as disorganized or avoidant/insecure. A significant association was found between self and parental reported meaning in life and children's socio-emotional and preschool functioning and well-being. The implications for early interventions in family and preschool settings are discussed.
... Wellbeing was reported on in 27 cross-sectional studies. Positive Emotions were consistently reported to positively correlate with different measures of wellbeing (Choi et al., 2019;Corominas et al., 2020;Shoshani & Russo-Netzer, 2017;Veronese et al., 2012) as were peer, parent and teacher relationships (Butler et al., 2022;Chai et al., 2019;Corominas et al., 2020;Elvin et al., 2021;Fayed et al., 2015;Gadermann et al., 2016;Guhn et al., 2013;John-Akinola & Gabhainn, 2015;Liu et al., 2020;Mínguez, 2020;Palsdottir et al., 2012;Terry & Huebner, 1995). Meaning and Achievement were also positively correlated with life satisfaction (Choi et al., 2019;Elvin et al., 2021;Finch et al., 2020;Ojala, 2012;Shoshani & Russo-Netzer, 2017). ...
... Positive Emotions were consistently reported to positively correlate with different measures of wellbeing (Choi et al., 2019;Corominas et al., 2020;Shoshani & Russo-Netzer, 2017;Veronese et al., 2012) as were peer, parent and teacher relationships (Butler et al., 2022;Chai et al., 2019;Corominas et al., 2020;Elvin et al., 2021;Fayed et al., 2015;Gadermann et al., 2016;Guhn et al., 2013;John-Akinola & Gabhainn, 2015;Liu et al., 2020;Mínguez, 2020;Palsdottir et al., 2012;Terry & Huebner, 1995). Meaning and Achievement were also positively correlated with life satisfaction (Choi et al., 2019;Elvin et al., 2021;Finch et al., 2020;Ojala, 2012;Shoshani & Russo-Netzer, 2017). Strengths such as hope, creativity, selfregulation, some aspects of spirituality, and forgiveness were positively correlated with measures of wellbeing (Chai et al., 2018;Earhart et al., 2009;Elvin et al., 2021;Holder et al., 2016;Holder et al., 2010;Liu et al., 2020;Shoshani & Russo-Netzer, 2017;van der Wal et al., 2016). ...
... Meaning and Achievement were also positively correlated with life satisfaction (Choi et al., 2019;Elvin et al., 2021;Finch et al., 2020;Ojala, 2012;Shoshani & Russo-Netzer, 2017). Strengths such as hope, creativity, selfregulation, some aspects of spirituality, and forgiveness were positively correlated with measures of wellbeing (Chai et al., 2018;Earhart et al., 2009;Elvin et al., 2021;Holder et al., 2016;Holder et al., 2010;Liu et al., 2020;Shoshani & Russo-Netzer, 2017;van der Wal et al., 2016). ...
The PERMA (Positive Emotion, Engagement, Relationship, Meaning, Achievement) model can be used to describe the factors that contribute to wellbeing. As many children face mental health challenges worldwide, strategies to increase wellbeing and resilience have become increasingly desirable. The aim of this scoping review was to establish what is known from the literature about the relationship between the components of PERMA, including character strengths, and primary school-aged children's mental health, resilience and wellbeing. Four databases were systematically searched, and 20,128 articles were identified, 190 of which were included in the review. The relationships were typically in the expected directions, with PERMA aspects associated with greater wellbeing and resilience, and fewer symptoms of mental illness. There are notable gaps in the existing literature, particularly in the Engagement and Meaning facets of PERMA. Overall, it appears that the components of PERMA do have a positive impact on children and can be considered as an approach for protecting children against mental ill-health.
... One reason hindering the empirical understanding of young adolescents' MIL might be the lack of reliable and valid instruments. Shoshani and Russo-Netzer (2017) posited that existing measures contain highly abstract and general formulations of MIL; these are not appropriate for use with young adolescents because the items are too difficult for them to understand. Accordingly, the MIL in Children Questionnaire (MIL-CQ) was developed to facilitate accurate assessment of MIL in children aged 9-12 (Shoshani and Russo-Netzer, 2017). ...
... Shoshani and Russo-Netzer (2017) posited that existing measures contain highly abstract and general formulations of MIL; these are not appropriate for use with young adolescents because the items are too difficult for them to understand. Accordingly, the MIL in Children Questionnaire (MIL-CQ) was developed to facilitate accurate assessment of MIL in children aged 9-12 (Shoshani and Russo-Netzer, 2017). In this study, we sought to validate the Korean version of the MIL-CQ to facilitate robust empirical research on MIL in children. ...
... The original MIL-CQ has its foundation in Frankl's (1959) "meaning triangle" pathways, namely, creative, experiential, and attitudinal. These pathways have been utilized in intervention protocols with both children and adults dealing with mental health difficulties or challenging life events such as severe physical illness (Greenstein and Breitbart, 2000;Kang et al., 2013), as well as a wide range of cognitive, interpersonal, behavioral, and emotional experiences related to meaning in daily life in a relatively concrete manner (Shoshani and Russo-Netzer, 2017). According to Shoshani and Russo-Netzer (2017), the first subscale of the MIL-CQ captures the creative pathway toward discovering MIL, which assesses children's sense of meaning developing from their self-concordant actions, deeds, everyday behaviors, and habits. ...
Meaning in life (MIL) has been widely recognized as a hallmark of psychological well-being and positive youth development. The goal of this study was to validate the Korean version of the Meaning in Life in Children Questionnaire (K-MIL-CQ) utilizing the framework suggested by the Standards for Educational and Psychological Testing. Data were obtained from 277 fifth graders aged 10–11 in three elementary schools in Seoul and Gyeonggi through a paper-and-pencil survey (55.2% boys). We translated the MIL-CQ, a 21-item self-report measure developed based on Frankl’s “meaning triangle,” into Korean. Psychological well-being measures were also assessed. Validity and reliability data were collected. (1) The content of domains and items was appropriate for measuring MIL among children. (2) A three-factor model consisting of attitude, creativity, and experience pathways was extracted via exploratory factor analysis, and a three-factor hierarchical model including attitude, creativity, and experience as first-order factors and MIL as a second-order factor was confirmed via confirmatory factor analysis. (3) Higher levels of MIL were related to higher levels of satisfaction with life, self-esteem, positive affectivity, and lower levels of negative affectivity. (4) All item fit statistics were acceptable based on the Rasch model. (5) The analysis of the measurement invariance of each item showed that the responses to one item varied by gender, suggesting that additional items might facilitate better measurement of MIL in children. This study provides validity and reliability evidence that K-MIL-CQ is appropriate for measuring MIL among South Korean elementary school students.
... Items are scored on a 3-point Likert scale ranging from 1 (not true) to 3 (certainly true). The Hebrew version of the inventory used in this study has demonstrated excellent criterion validity for children (Mansbach-Kleinfeld et al., 2010;Shoshani et al., 2016a;Shoshani and Russo-Netzer, 2017). The Cronbach's alpha coefficients for the subscales in this study ranged from 0.73 to 0.87. ...
... The scale assesses the child's satisfaction with his or her life as a whole using a seven-point Likert scale, ranging from strongly disagree (1) to strongly agree (7). A previous study provides evidence for good reliability and validity of the Hebrew version of the scale (Shoshani and Russo-Netzer, 2017). In this study, the SWLS-C yielded a satisfactory Cronbach's alpha (alpha coefficient = 0.77). ...
... Noticeable differences were found between 7-and 8.9-year olds as compared to 9-to 12-year olds, including lower levels of interpersonal, transcendence, temperance strengths, emotional well-being and school engagement. Because cognitive and emotional maturity increase with age, children in late childhood (9-12) as compared to the earlier childhood years may more easily establish relationships, regulate their emotions and behaviors, and may be more active in constructing meaning and positively interpreting their experiences (Shoshani and Russo-Netzer, 2017). However, the relatively small number of studies that have dealt with character strengths and subjective well-being has made it difficult to interpret these age trends, and indicate that much more research is needed to better understand character development in various cultures and its relationship to children's subjective well-mental health. ...
Although research on character strengths has flourished in recent years, the paucity of suitable quantitative instruments for the assessment of children’s character strengths limits the study of character development in childhood. The Character Strengths Inventory for Children (CSI-C) is a new self-report character inventory for children that was designed for easy administration directly to elementary school-aged children. The CSI-C provides an evaluation of 24 character strengths defined in Peterson and Seligman’s Values in Action Classification of Strengths. Data from two samples of 2,061 Israeli children aged 7–12 support the constructs of the instrument. Principal component analysis and confirmatory factor analysis of the 96 CSI-C items revealed preliminary evidence for a hierarchical structure with 24 lower factors nested within four higher-order latent factors: interpersonal, transcendence, intellectual, and temperance strengths. Children’s interpersonal and temperance strengths were negatively associated with mental health difficulties, and their temperance and transcendence strengths were positively associated with subjective well-being. The intellectual and temperance strengths were correlated with children’s school functioning and grit. The potential uses of the CSI-C in research and practice are discussed.
... Occurrences such as temporary marriages have an impact on individuals' quality of life and happiness, as evidenced by various studies (Mintarsih & Mahdami, 2021;Reker et al., 1987;Ryff, 1989;Wilchek-Aviad & Malka, 2016). Some individuals may experience trauma related to reproductive health (Kinasih et al., 2019), as well as effects on physical and mental health (Brassai et al., 2011;de Medeiros et al., 2024;Gross et al., 2019;Heintzelman & King, 2014;Martela & Steger, 2016); overall well-being (Altmaier, 2019); and subjective well-being (Shoshani & Russo-Netzer, 2017). However, for other women who are victims of temporary marriages, the challenges they encounter can imbue their lives with significance. ...
... The concept of meaning in life holds significant importance for individuals, as noted by Frankl (Frankl, 1992) and Pattakos and Dundon (Pattakos & Dundon, 2017); it is also considered a crucial element of subjective well-being (Shoshani & Russo-Netzer, 2017). This notion is particularly relevant for women who have experienced temporary marriages in Singkawang, Indonesia. ...
Temporary marriage is not only about surviving the trauma and crisis but also offers the potential to emerge from difficulties due to its ability to provide meaning from past events. This study aims to measure the level of meaning in the life of female victims of temporary marriage in Singkawang, Indonesia, by exploring their experiences as an optimization to generate positive effects on their lives. Employing a mixed-methods approach that integrates qualitative and quantitative methodologies, the research utilizes an inventory technique to investigate the meanings of life experienced by ten respondents. Additionally, in-depth interviews were conducted with five women who had been impacted by temporary marriage in order to delve into their pursuit of a meaningful life, all of whom consented to the intervention. The findings indicate that women often find themselves as victims of temporary marriage at a middle economic level. The pursuit of a purpose in life emerged as a primary concern, surpassing other factors such as spirituality, self-acceptance, materialism, and problem-solving in the quest for life’s meaning. This situation is often hindered by psychological trauma stemming from challenges encountered within the context of temporary marriage. Through introspection and self-acceptance, individuals embarked on a journey of personal growth, gaining insights and heightened awareness that could serve as a form of intervention through social connection, prayer, close relationships, positive behaviors, experiences, and self-motivation. This research provides an understanding of the fact that difficulties or problems in life can have positive implications by motivating the desire to grow from the temporary marriage experience.
... The first principle states that life has a meaning from each condition; the second principle in the form of the main strength in life is the desire to find out the meaning in life, and the last principle is to have the freedom to decide an attitude in any changing situation [15]. Based on the principle, the theory of Victor is then known as the 'meaning triangle', stating that the meaning in life consists of three aspects: creative, experience, and attitude [16]. Creativity here means ideas or thoughts of humans to find out and give something valuable to the surrounding environment. ...
... Emotional expression also can show how an individual interprets his or her life [7], [16]. The joyful and smiling facial expression illustrates his or her happy life. ...
span lang="EN-US">The meaning in life is a fundamental human behavior that plays an essential role in self-development. The concept of meaning in life continues to focus on researchers using various theoretical perspectives. This study explored the construct of meaning in life from the vantage point of undergraduate students in their final year. They were chosen by considering the severity of the developmental tasks that must be completed during this time. By using the mixed-method approach, the study found the concept of meaning in life through the qualitative method. Some themes were related to the meaning of life, namely: experiencing a number of important events, being devoted to religion, learning from life, feeling positive emotions, benefiting others, interacting socially, and caring for oneself. The study was followed by a quantitative method through exploratory factor analysis and found that the construct of the meaning in life consisted of three factors, namely: facing difficult and severe situations, getting lessons from unpleasant situations, and thinking flexibly when dealing with various situations. This measurement model could be used in the development of meaning in life theory. Practically, it becomes the reference in solving the life problems.</span
... This study extends the existing research by demonstrating that the variables are related and that MIL appears to predict PGI and EI. When counselors and school counselors create opportunities for youth to express and make sense of their lived experiences, adolescents can strengthen their ability to explore meaning in their lives and engage in the ongoing meaning-making process (Shoshani & Russo-Netzer, 2016;C. A. Sink, 2004). ...
Meaning in life is the process in which individuals make sense of their lived experiences and the world around them. In adolescence, youth face developmental challenges and stressors that can threaten their well-being. Knowledge of the mechanisms and contributors to protective factors, such as meaning in life, can enhance counselors’ and school counselors’ delivery of services to adolescents and support their optimal growth. In this study, we conducted multiple regression analyses to examine the relationship between participants’ meaning in life, emotional intelligence, and personal growth initiative in a youth sample (n = 203). Our findings indicated that meaning in life was related to students’ personal growth initiative and emotional intelligence. Specifically, we identified that meaning in life predicted personal growth initiative and emotional intelligence for participants in this study. Based on our findings, we offer practical implications for school counselors and counselors working with youth. Implications for research are also provided.
... Bir amaca sahip olma motivasyonel bileşenle ilgiliyken; bireyin benliğini ve dünyadaki yerini anlaması ve tutarlı bir benlik ve yaşam duygusu elde etmesi ise bilişsel bileşenle ilgilidir. Bir diğer bileşen olan duygusal/değerlendirici bileşen ise bireyi yüksek bir değere ve diğer insanlara bağlayan ve bu yönde yaşamı hissetmekle ilgilidir (Shoshani ve Russo-Netzer, 2017). Anlam kavramı, mevcut anlam ve anlam arayışı olmak üzere iki ana boyutta ele alınmaktadır (bkz. ...
Bilgelik kavramı geçmişten günümüze kadar birçok alanda ön planda yer almış ve kişilerin hayatlarına, olaylara ve diğerlerine empatik yaklaşım, içgörü yeteneği ve yansıtıcı tutum gibi kavramlar üzerinden değer katan bir kavramdır. Yaşamda anlam kavramı da aynı şekilde, bireye kendi hayatı ile ilgili yol gösterebilme gücünü sahip bir diğer önemli kavramdır. Bilgelik kavramı, gelişim ve yaşam deneyimi gibi farklı açılardan modellenmiş, yaşamda anlam kavramı ise, motivasyonel, bilişsel ve duygusal/değerlendirici perspektiflerden ele alınmıştır. Bilgelik ve yaşamda anlam, bireylerin hem bir ömür boyunca elde ederek işe yarar hale getirdikleri hem de diğer bireyler için örnek oluşturabilecekleri beceri ve meziyetleri içeren kavramlardır. Literatürde bilgelik ve yaşamda anlamı desteklemek amacı ile birçok yöntem önerilmiştir. Bu araştırmanın amacı, 6. ve 12. sınıflar arasında yer alan öğrencilere bir bilgelik ve yaşamda anlam temelli okul müdahale programı geliştirilmesidir. Program, deney-kontrol gruplu öntest müdahale sontest deneysel bir çalışmayı ve 5 ayrı oturumu içermektedir. Programda, bilgelik ve yaşamda anlam kavramları hem performans hem de öz-bildirim ölçümleri ile değerlendirilmektedir. Programın (i) bilgelik ve yaşamda anlam farkındalığını geliştirme, (ii) diğerlerinin bakış açısını alabilme becerisini güçlendirme ve (iii) bilgeliğin ve anlamlı yaşamın hayata kattığı değerleri fark etme gibi hedefleri bulunmaktadır.
... Considering its crucial role as a driving force for healthy development, as well as a source of well-being and mental health, education for meaning deserves specific attention in the educational context. Several initiatives were created to address this challenge, both in research to better understand youth understanding of meaning in life and its potential outcomes for their well-being (e.g., Russo-Netzer and Tarrasch, forthcoming; Russo-Netzer and Shoshani 2020) and develop more nuanced measures for the developmental needs of young children (Shoshani and Russo-Netzer 2017), and in practice. The Meaning Detectives program aimed to provide a hands-on holistic view and application of meaning in life, suitable for children and adolescents. ...
The need to experience life as meaningful is fundamental to human nature. Recent years have witnessed a growing sophistication in assessing meaning in life (MIL) and new conceptualizations regarding its place within general models of well-being and coping. As part of this surge in research, increased attention has been given to the understanding, assessment, and practice of MIL in numerous arenas and contexts. However, despite these advancements, further knowledge is needed to explore the application of meaning interventions across more diverse contexts and non-clinical populations in the general community. The purpose of the present paper is to expand the existing knowledge on meaning-oriented interventions by introducing a Community-Based Initiative which is directly responsive to this need. This includes describing its approach to meaning-making on multiple fronts: (1) Socratic Questions in the Public Sphere; (2) the Tribe Intergenerational Life Stories Project; (3) Literature, Arts, and Museums as Meaning-Making Sites; and (4) Education for Meaning. Each of these initiatives is described to propose more context-sensitive interventions that are applicable to everyday life in general society.
... Starting from the awareness about the beneficial effects of living a meaningful life (Frankl, 1963;Irving et al., 2017;Roepke et al., 2014;Shoshani & Russo-Netzer, 2017;Li et al., 2019), for a long-time researchers questioned themselves about the origins of meaning in life, in other words, how meaning in life is created? How can be enhanced? ...
This doctoral thesis aims to open a reflection on how to measure dynamics of change of psychological processes by presenting an application of the complexity framework to the meaning-making process. The first chapter fronts the challenge of how to conceptualize the meaning-making process, by conducting a systematic review of the literature that led toward the formulation of a new integrated conceptual definition of meaning-making. The second chapter presents the development of a new self-report measure of meaning in life (SMILE; situational meaning in life evaluation) that has been validated in a national representative sample and in a sample of emerging and young adults. The third chapter deals with the challenge of how to investigate the dynamics of change of the meaning-making process in the daily life by applying two state-of-the-art data analysis approaches, the Dynamic Structural Equation Models (DSEM) and the Multilevel Network Psychometric approach. Data from emerging and young adults were collected with a measurement burst design made of two daily diary studies during the COVID-19 pandemic. The role of individual factors (transitive condition in love and work), situational factors (positive vs negative events), and contextual factors (pandemic) as activators of the meaning-making process has also been investigated.
... Self-compassion, resilience, and meaning in life are suggested to contribute to improved health and social well-being in children (Datu & Yuen, 2022;Hébert et al., 2022;Kuo et al., 2021;Messman-Moore & Bhuptani, 2020;Miron et al., 2014;Schaefer et al., 2021;Shoshani & Russo-Netzer, 2017;Theron & van Breda, 2021), which links to the social mentality theory of selfcompassion (Gilbert, 2017), resilience theory (Masten, 2018), and meaning in life theory (Frankl, 1976). However, no related study was found to combine these predictors into a model despite the unique relevance of each predictor in the care of children. ...
In Nigeria, the predictors of quality of life among children exposed to sexual abuse are unknown. Addressing this gap may strengthen the capacity of the health system to care for this population. Thus, this cross-sectional study selected 545 (mean age = 14.4 ± 1.4 years) Nigerian children exposed to sexual abuse. Results show that self-compassion, resilience, and meaning in life jointly predicted quality of life and explained 39% variance. The independent prediction of each predictor variable shows that self-compassion, resilience, and meaning in life have significant independent predictions, with self-compassion showing the greatest independent prediction, followed by resilience and meaning in life. Sex, age, and how long ago respondents were exposed to sexual abuse jointly predicted quality of life and explained 6% variance. However, how long ago respondents were exposed to sexual abuse shows a significant independent prediction. Results offer clinical implications that may strengthen the capacity of the health system to care for this population.
... When it comes to age and gender differences in youth, the evidence is equivocal. Female adolescents experience greater SM and PM than males (Beutel & Marini, 1995;Shoshani & Russo-Netzer, 2017), but this pattern was not identified in other studies (Rathi & Rastogi, 2007). Rathi and Rastogi (2007) compared younger (ages 12 to 15) and older adolescents (ages 16 to 18) on meaningfulness and well-being measures. ...
Cognitive characteristics may leave highly intelligent youth at higher risk of internalizing symptoms, problems in social functioning, or low subjective well-being. This study utilized archival psychoeducational assessment data to compare verbal-fluid intelligence discrepancy with social-emotional self- and parent-report scores in children and adolescents identified as highly intelligent. Results indicated that social stress is associated with verbal-fluid intelligence discrepancy while internalizing symptoms are not. Neither gender nor age was found to influence these relationships significantly. Questionnaire data were collected from a subsample of participants to compare intelligence with measures of self-compassion and meaningfulness in life. When gender and current difficulties (e.g., emotional symptoms, peer problems) were controlled for, intelligence was found to be associated with self-compassion, search for meaning in life, and discrepancy between search for meaning and presence of meaning in life. Female adolescents responded with a significantly greater discrepancy between search for meaning and presence of meaning than did males. These results suggest that cognitive characteristics are associated with social functioning and meaningfulness in highly intelligent youth and that highly intelligent female adolescents may be at particular risk of experiencing a crisis of meaning. Results may help to inform education practice, psychoeducational assessment procedures, and social-emotional intervention for highly intelligent youth.
... Significant correlations were found between the data of the test on noo-dynamics and self-reported and peer-reported pupils' prosocial behavior, as well as between positive noo-dynamics and interiorized and stereotyped PMR (Brestovanský et al., 2014;Rajský & Podmanický, 2016). Shoshani and Russo-Netzer (2017) found moderate correlations between prosocial behavior and meaning in life in all three subscales (attitude, creativity and experience). ...
The aims of our study were to investigate the longitudinal paths of relations between prosocial moral reasoning, prosocial behavior and life meaningfulness in young adolescents. Data were collected at four timepoints (T1-T4) over 5 years using a prosocial behavior questionnaire (Roche & Sol, 1998), a questionnaire on prosocial moral reasoning (PRM) (Carlo, Eisenberg, & Knight, 1992), a revised version of the noo-dynamics test (Popielski, 1991), and the Life Meaningfulness Scale (Halama, 2002). The research sample consisted of 351 participants (49.30% female, M age = 11.93; SD =.43) in the first phase (T1-T2), and 343 students (41.6% females; M age = 14.65; SD =.57) participating in the second phase (T3-T4). Path model 1, which included relations between prosocial moral reasoning (T1, T2), self-reported prosocial behavior (T1, T2) and salutogenic noo-dynamics (Popielski, 1991), has not found the necessary support in the data. However, path model 2, which included relations between prosocial moral reasoning (T3, T4), self-reported prosocial behavior (T3, T4) and life meaningfulness (Halama, 2002) in adolescents aged 14-15 years old, shows a good fit to the data.
... It is based on Viktor Frankl's concept of the "meaning triangle" (Frankl, 1959), which claims that children's sources of meaning revolve around three main dimensions: (1) Creativity-what individuals give to the world in terms of their creations, or children's capability to contribute and make a difference in their surroundings; (2) Experience-what the individual takes from the world in terms of experiences and encounters, or a sense of inspiration and connection to the world around them (e.g., nature, art, relationships) and to meaningful relationships; and (3) Attitude or taking a stand-the manner in which children approach unavoidable challenges in life. Using this scale, it was found that children's level of meaning in life was positively associated with their life satisfaction and positive affectivity (i.e., higher positive emotions and lower negative emotions) and negatively associated with social and emotional difficulties (Shoshani & Russo-Netzer, 2017). These dimensions provide three distinct applicable pathways for cultivating meaning in life among children in particular and a fertile ground for healthy development in general. ...
Education is among the most powerful gateways to social change and mobility. It is also a potentially vital backbone for the development of young people’s sense of meaning, purpose, and responsibility, enhancing their ability to face the unique challenges of our volatile, uncertain, complex, and ambiguous (VUCA) world. The global scale of the current wave of political and social changes heightens the need for a renewed examination of the educational system and its challenges. This paper asserts the importance of education for meaning and meaningful education as essential ingredients in preparing children and adolescents for the changing and uncertain world of the future. Yet meaning in life, which is almost unanimously recognized as a fundamental component of subjective well-being, has received little attention in education. This paper considers empirical evidence of the importance of meaning to the education and healthy development of children and adolescents and then proposes a heuristic model for intervention.
... Yet, as reported by Park and Peterson [3], self-report questionnaires are a limitation in research with very young children due to their level of language development and cognitive maturation. Similarly, the aspects of "meaning" are difficult to include in interventions with young children [72] if researchers are to apply all of the five conditions of the PERMA model to assess well-being. ...
Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.
... However, this conclusion is controversial. A previous study has found that women had higher life meaning scores than men (25). This difference may be related to differences in the lifestyles and cultures of people in different regions. ...
Objective: This study aimed to explore the relationship between life meaning and subjective well-being among older people and the mediating role of subjective exercise identification and objective amount of exercise.
Methods: A total of 352 older respondents completed four questionnaires: the Chinese life meaning scale, the University of Newfoundland Happiness Scale, the physical activity habits questionnaire, and the exercise identification questionnaire designed for this study.
Results: Gender differences existed in the respondents' perception of life meaning, and men had a better perception of life meaning (t = 2.28, SE = 0.63, p < 0.05). There were age differences in the subjective well-being of older people (F = 5.69, partial η² = 0.03, p < 0.01); the subjective well-being of older individuals steadily declines with rising age. Life meaning not only directly affected the subjective well-being of the respondents but also indirectly influenced their subjective well-being through the following three pathways: life meaning → exercise identification → subjective well-being (mediating effect of 22%); life meaning → amount of exercise → subjective well-being (mediating effect of 22%); and life meaning → exercise identification → amount of exercise → subjective well-being (serial multiple mediation effect of 27%).
Conclusion: The more positive the life meaning perception of older people is, the higher their experience of subjective well-being. For older people to sense the meaning of life, we recommend that they realize the importance of physical activities and take the initiative to engage in physical activities to obtain higher subjective well-being.
... The Purpose in Life test-Short Form (PIL-SF; Schulenberg et al., 2011) is a brief fouritem valid and reliable version of the PIL presenting unique psychometric contributions beyond other meaning assessment tools. Recently, Shoshani and Russo-Netzer (2017) developed the Meaning in Life in Children Questionnaire (MIL-CQ), a 21-item instrument that measures the presence and sources of meaning in life in children, based on Frankl's categorical values, and Russo-Netzer (2018a) proposed the construct of "prioritizing meaning, " positively associated with well-being. ...
The global COVID-19 pandemic has triggered a wide variety of psychological crises worldwide. In order to respond rapidly and efficiently to the complex challenges, mental health professionals are required to adopt a multidimensional and integrative view. Rational Emotive Behavior Therapy (REBT) founded by Albert Ellis promotes rationality and self-acceptance. Logotherapy, pioneered by Viktor Frankl potentiates meaning and resilience. Both approaches are complementary and mutually enriching. The goal of this paper is to propose an integrative model of “optimal sense-making,” a concept that combines both rationality and meaning, as well as the role of self-transcendence and healthy negative emotions. The model offers a theoretical and clinical foundation for efficient and effective psychological intervention plans for those affected by the pandemic. Along with theoretical background, illustrating case studies are presented to support potential application of the integrative model to affected individuals as well as the work of first-line health professionals during these times of pandemic. Implications are considered for utilizing theoretical and applied insights from the model to cultivate resilience in face of adversity and suffering.
... The translated Hebrew version of the inventory has demonstrated high internal consistency and excellent criterion validity for children and adolescents. 27 The Cronbach's alpha coefficient for the subscales in this study ranged from 0.75 to 0.88. ...
Although research on the consequences of war exposure on children’s mental health has made significant progress in the past decades, a lack of valid measures for quantifying the incidence, severity and variability of exposure can hamper identification of at-risk children and mental health delivery in conflict-affected areas. The present study investigated the psychometric properties of a new political life events scale for youth (PLE-Y) that comprehensively assesses personal political violence exposure history. The PLE-Y was administered to 6,254 adolescents aged twelve to eighteen in two large samples in a region in Israel that has been characterized by high exposure to political violence. Adolescents were assessed for political life events exposure, psychiatric symptoms, emotional and behavioral problems, and subjective well-being. Exploratory and confirmatory factor analyses supported a 2-factor structure of the PLE-Y (severe and mild), representing the severity levels of exposure. Results confirmed positive relations between severity of PLE exposure and psychiatric symptoms, emotional and behavioral difficulties, and lower subjective well-being. This study demonstrated the importance of taking into account the personal political violence exposure history and the subjective interpretations of impact of the events to accurately identify the mental health risks to youth who are chronically exposed to protracted political violence.
... Qualitative research reveals that children can describe their experiences and sense of meaning (e.g., Kang, Kim, Song, & Kim, 2013;Salter & Stallard, 2004) and make meaning from negative experiences (Orvell, Kross, & Gelman, 2018). Recently, researchers developed and validated a measure to assess the presence and sources of meaning in the lives of children (MIL-CQ; Shoshani & Russo-Netzer, 2017). Using this scale, researchers have found children who report high levels of meaning also report high levels of life satisfaction and positive affectivity . ...
... Similarly, Bühler indicated in her pioneering works on meaning and well-being that, within the context of healthy parenting, children actively strive toward purpose and growth from infancy onward (e.g., Bühler & Goldenberg, 1968). Despite the potential link between meaning and resilience, currently, there are only two existing paper-and-pencil measures of meaning in young children, the original Child Identity and Purpose Questionnaire (Ch.I.P.; Armstrong, 2016) for 6-to 12-year-olds and the Meaning in Life in Children Questionnaire (Shoshani & Russo-Netzer, 2017) for 9-to 12-year-old children. However, for children, rather than traditional paper-and-pencil measures, researchers recommend the addition of multimedia and visual stimuli to engage shorter attention spans and enhance survey validity (Bergeron, Berthiaume, St-Georges, Piché, & Smolla, 2013). ...
The present study involves a development and validation of the interactive video-based version of the Child Identity and Purpose (Ch.I.P.-I) questionnaire using a knowledge translation integrated (KTI) approach. In a KTI approach, key stakeholders are involved in measure development. The aim of a KTI approach is to enhance measure credibility, acceptability, feasibility, and sustainability. The measure demonstrated credibility through good perceived face, content validity, and internal consistency reliability (.82; children Ages 6 to 12). Further, the Ch.I.P.-I demonstrated good convergent and predictive validity, as it was significantly associated with agency, self-concept, hope, and openness to experience. Further, meaning predicted mental health. The measure was perceived to be acceptable in its design and phrasing by children, mental health practitioners, and media experts and all items were answered appropriately. Concerning sustainability and feasibility, stakeholders noted satisfaction (child friendliness, “fun”) with the measure and mental health practitioners stated that they would use the Ch.I.P.-I in their practice. However, a short-form was recommended when repeated administration is required in order to enhance feasibility of administration. Therefore, reliability and validity findings are reported for both a long and short form of the Ch.I.P.-I in this multistudy article merging measure development research and validation research.
... In pediatric samples, meaning and purpose is associated with better academic achievement (DeWit, Woolsey, & Walsh, 2009), less delinquency (Hill, Edmonds, Peterson, Luyckx, & Andrews, 2016), and lower rates of substance use (Harlow, Newcomb, & Bentler, 1986). There are few measures developed specifically to assess meaning and purpose in children and adolescents (Ravens-Sieberer et al., 2014;Hill et al., 2016;Shoshani and Russo-Netzer, 2017). Those available were not informed by children's or parent's perspectives on how they evaluate their lives; cognitive testing was not done to ensure item comprehensibility; translatability reviews were not done to ensure cultural appropriateness; and, item response theory (IRT) was not used. ...
Objective:
To describe the development of the Patient-Reported Outcome Measurement Information System (PROMIS) Pediatric Meaning and Purpose item banks, child-report and parent-proxy editions.
Methods:
Data were collected from two samples. The first comprised 1,895 children (8-17 years old) and 927 parents of children 5-17 years old recruited from an Internet panel, medical clinics, and schools. The second comprised a nationally representative sample of 990 children 8-17 years old and 1,292 parents of children 5-17 years old recruited from a different Internet panel. Item pool evaluation was done with Sample 1 and analyses were used to support decisions about item retention. The combined sample was used for item response theory (IRT) calibration of the item bank. Both samples were used in validation studies.
Results:
Eleven items were deleted from the item pool because of poor psychometric performance. The final versions of the scales showed excellent reliability (>0.90). Short form scales (4 or 8 items) had a high degree of precision across over 4 SD units of the latent variable. The item bank positively correlated with extant measures of positive psychological functioning, and negatively correlated with measures of emotional distress, pessimism, and pain. Lower meaning and purpose scores were associated with adolescence and presence of a special healthcare need.
Conclusion:
The PROMIS Pediatric Meaning and Purpose item banks and their short forms are ready for use in clinical research and practice. They are measures of children's eudaimonic well-being and indicative of children's hopefulness, optimism, goal-directedness, and feelings that life is worth living.
... This subscale includes five items (e.g., "I share readily with other children, for example toys, treats, pencils") and participants rated how much each items described them best, using a 3-point scale, ranging from 1 (not true) to 3 (certainly true). Previous studies have provided evidence on the reliability and validity of this subscale (e.g., Goodman et al., 1998;Mansbach-Kleinfeld et al., 2010;Shoshani and Russo-Netzer, 2017). In the current study, Cronbach Alphas were acceptable (from 0.69 to 0.74) at the three time points. ...
Using data from 1,352 middle-school Israeli adolescents, the current study examines the interface of spirituality and character strengths and its longitudinal contribution to subjective well-being and prosociality. Participants were approached three times over a 14-months period and completed measures of character strengths, spirituality, subjective well-being (positive emotions, life satisfaction), and prosociality. Findings revealed a fourth-factor structure of character strengths that included the typical tripartite classification of intrapersonal, interpersonal, and intellectual strengths together with spirituality emerging as a statistically autonomous factor. Spirituality was stable over time and contributed to higher subjective well-being and prosociality both cross-sectionally and longitudinally. Discussion focuses on spirituality as a fundamental character strength and an important aspect of positive development.
... In studies of youth purpose, the term youth is often applied to adolescents, or those in either middle or high school (e.g., Kiang, 2012;Bronk et al., 2010). The age range of individuals included in studies purporting to examine youth purpose 2 extends from as young as 9 (e.g., Shoshani & Russo-Netzer, 2017) to as old as 30 (e.g., Bronk, Riches, & Mangan, 2018), encompassing participants in childhood, adolescence, and young adulthood. The importance of specificity here is underscored by the notion that having a purpose in life may require higher-order cognitive functioning (McKnight & Kashdan, 2009), and capacities for task-switching and planning future-oriented goals. ...
Having a sense of purpose in life has been discussed as a psychological asset for promoting positive youth development. Yet confidence in the benefits of purpose has accumulated faster than rigorous confirmation of their existence among youth, using instruments and methods calibrated to the developmental stage of those under study. Here, the authors illuminate four problems this asymmetry creates for drawing inferences from extant research on youth purpose, namely its reliance on (1) unclear scientific criteria for distinguishing “youth” and measures that include developmentally presumptuous items, (2) single-informant and self-report methods, (3) misapplication of cross-sectional designs to test prospective or causal theories, and (4) analytic techniques insensitive to purpose content. In delineating these problems, the authors consider the extent to which the three empirical contributions included in this issue are responsive to each and may provide templates to guide future studies of youth purpose.
... Each item employs a 3-point Likert scale ranging from 1 (not true) to 3 (certainly true). The Hebrew version of the instrument has been reported to have excellent criterion validity for children (Shoshani & Russo-Netzer, 2017;, and high correlations between child self-report (11-17 years of age) and parent and teacher ratings (Mansbach-Kleinfeld et al., 2010). In the present study the SDQ yielded satisfactory Cronbach's alpha coefficients (0.76-0.87). ...
The Character Strengths Inventory for Early Childhood (CSI-EC) is a parent report inventory that was developed to measure pre-school children’s character strengths consistent with the VIA Classification of Strengths and Virtues. The inventory consists of 96 items that measure 24 character strengths. The CSI-EC was administered to 2274 parents of children aged 3–6 in two large samples from Israel. Parents also completed questionnaires assessing their child’s emotional and behavioral problems and emotional well-being. Principal component analyses and confirmatory factor analyses of the CSI-EC supported 24 primary character strengths factors and four second-order factors. Children’s transcendence, intellectual and interpersonal strengths were positively associated with children’s emotional well-being, and children’s temperance and interpersonal strengths were negatively associated with socio-emotional difficulties. The findings are discussed in terms of future research and practical implication.
... The intervention constructed and implemented in the present study was based on this model, adjusted for applicability to young children. Due to the difficulty in conceptualizing and facilitating meaning among young children (Shoshani and Russo-Netzer, 2017), the element of meaning was not included in the present intervention program. ...
Despite the flourishing in recent years in applications of positive psychology in the field of education, there is a paucity of research investigating positive psychology interventions for preschool children. The present study examined the effects of a positive psychology-based intervention conducted in Israel on children’s subjective well-being, mental health and learning behaviors. Twelve preschool classrooms of 3–6.5 year-olds were randomly assigned to a positive psychology intervention condition or a wait-list control condition. In the intervention condition, during one school year, 160 children experienced eight modules of basic concepts in positive psychology that were adapted to the developmental characteristics of young children and were compared to 155 children in demographically similar control classrooms. Children were administered a pre-test and post-test of subjective well-being measures. In addition, children’s mental health and emotional well-being were measured by parental questionnaires. Preschool teachers completed questionnaires concerning children’s learning behaviors. The findings showed significant increases in subjective well-being and positive learning behaviors among the intervention participants, with no significant changes in the control group. The results highlight the potential of positive psychology interventions for increasing subjective well-being and a positive approach to learning at young ages.
This chapter has two aims: (1) to analyze the position of meaning in life and the lack thereof as a contemporarily refined construct in the classical demarcations between mental disorder and non-disorder and in transdiagnostic psychopathology, and (2) to assess the advantages and disadvantages of each system for this construct in particular. As the chapter shows, meaning in life is a case of a construct that conceptually fits the underlying philosophical assumptions of both systems and therefore there is some leeway to choose. I argue that, on pragmatic grounds, the transdiagnostic approach to psychopathology has a few advantages over the classical approach in the case of meaning in life and the lack thereof. The chapter concludes with some remarks on aspects of meaning in life that neither system addresses and points to future directions.
Background: Meaningful experiences are integral to well-being, yet our understanding of how educational experiences can be designed to promote meaningfulness is limited. Purpose: Our study examined whether immersion semester high schools facilitated more meaningful experiences and investigated relationships between experience factors within immersion semester high schools and meaningfulness. Method: For 3 weeks at an immersion semester high school and home, youth reported on the most meaningful activities they engaged in during morning and afternoon/evening periods, their perceived meaningfulness of that activity, the level of emotion involved, the emotional valence, and their psychological engagement and behavioral participation. We collected 18,804 observations from 638 participants and analyzed the data with a series of mixed effects models. Findings: Activities were significantly more meaningful at immersion semester high schools compared to home. Additionally, activities were more meaningful when individuals had higher behavioral participation and psychological engagement, when the experience involved more emotion, and when the emotion involved was more positive. However, interaction models indicate that the effects of psychological engagement and behavioral participation varied depending on emotional valence. Implications: To expand the reach of meaningful educational experiences, we should explore whether structural elements of immersion semester high schools can be applied to other contexts.
International negotiation is a complex field that involves multiple perspectives related to psychological, sociological, cultural, political, and economic issues. Such challenges may require an integrative framework that takes into account various points of view. This chapter integrates the perspectives of logotherapy and rational emotive behavior therapy into a comprehensive model, inspired by the cognitive model of psychotherapy within the frame of international negotiation and conflict resolution (Aquilar and Galluccio, Psychological processes in international negotiations: theoretical and practical perspectives. Springer, New York, 2008). The integration of logotherapeutic concepts such as freedom of choice, meaning, responsibility, and self-transcendence have the potential to augment the rational-emotive-behavior framework by strengthening capacities for survival, resilience, wisdom, and growth in face of adversity. The proposed integrative model for international negotiations aims to promote an optimal mindset and to offer new insights for the negotiation process and training.
Creativity is usually seen as a good thing, but why? The Creativity Advantage first offers an overview of creativity studies with an emphasis on the little-discussed benefits of being creative. These include how creativity can lead to self-insight, help people heal, forge connections with others, inspire drive, and enable people to leave behind a meaningful legacy. Written in an engaging style and illustrated with interesting anecdotal material, this book offers a new perspective on creativity scholarship that can serve as an introduction to the field for newcomers or as a way to encourage new avenues for research.
The Cambridge Handbook of Creativity and Emotions provides a state-of-the-art review of research on the role of emotions in creativity. This volume presents the insights and perspectives of sixty creativity scholars from thirteen countries who span multiple disciplines, including developmental, social, and personality psychology; industrial and organizational psychology; neuroscience; education; art therapy, and sociology. It discusses affective processes – emotion states, traits, and emotion abilities – in relation to the creative process, person, and product, as well as two major contexts for expression of creativity: school, and work. It is a go-to source for scholars who need to enhance their understanding of a specific topic relating to creativity and emotion, and it provides students and researchers with a comprehensive introduction to creativity and emotion broadly.
Meaning in Life Children Questionnaire (MIL-CQ) was developed with reference to Frankl’s meaning triangle that has dimensions of Attitude, Creativity, and Experience. The current study translated MIL-CQ into Chinese (MIL-CQ-C), and evaluated its psychometric properties in a sample of 264 upper primary and secondary school gifted students in Hong Kong. Dimensionality of MIL-CQ-C was investigated via exploratory factor analysis using the robust weighted least square estimator. Measurement invariance across gender was investigated. Convergent validity was evaluated by testing MIL-CQ-C as the mediator of social connectedness in predicting presence of meaning in life and search for meaning in life. After removal of three items, exploratory factor analysis supported the original 3-factor structure with substantial factor loadings (λ = 0.53–0.91) and good reliability (Ω = 0.85–0.92). The MIL-CQ-C showed scalar measurement invariance across gender. The MIL-CQ-C was positively correlated with social connectedness, presence of meaning in life, and search for meaning in life. The MIL-CQ-C mediated the relationship between social connectedness and presence of meaning in life and search for meaning in life. The findings lend support to a valid 3-factor structure for MIL-CQ-C when completed by gifted learners in Hong Kong. (192 words)
Meaning in life is a cornerstone of wellbeing and flourishing. Emerging generations express intense interest, and even anxiety, about living and working in a meaningful way, yet contemporary society seems ill-equipped to provide them with constructive pathways to meaning. In this chapter, we place meaning in life theory and research in the context of positive education, and suggest a number of simple activities and tools, as well as a broader perspective on meaning and purpose, that both can be integrated into positive education programs and also may be used as the very basis for integrating such programs. Meaning in life captures our universal desire for life to be significant, coherent, and purposeful. By helping students begin and continue to take steps on pathways to meaning, positive educational institutions may profoundly assist the flourishing of students in their care and the communities in which those institutions and students thrive.
Este artículo, tiene como propósito presentar los resultados de una investigación que tuvo como objetivo determinar los efectos de la educación musical en niños y adolescentes en etapa temprana, en una subdimensión representativa de cada una las dimensiones que integran el constructo de bienestar de Seligman: a) emociones positivas; b) compromiso, c) relaciones positivas, d) significado y propósito vital; y e)
logros (2011). La investigación se desarrolló en la “Ciudad de los Niños de Aguascalientes” México, una institución que toma bajo su protección a huérfanos, así como a niños y adolescentes en condición de vulnerabilidad. El estudio fue de corte mixto
y tuvo un diseño experimental de pretest - postest con grupo control. Los grupos experimental y de control fueron integrados de forma aleatoria. El tratamiento consistió en clases de educación musical, mientras que el grupo de control recibió clases de comprensión de lectura. El pretest y el postest consistieron en una batería de test psicológicos estandarizados. Los resultados indican que los niños en el grupo experimental tuvieron una mejoría generalizada en su bienestar psicológico, mientras que los niños en el grupo de control bajaron consistentemente en su nivel de bienestar. Estos hallazgos destacan el notable potencial de la educación musical para elevar la calidad
de vida de los niños y su tremendo impacto social.
A minimal amount of information is known about how adolescents and emerging adults construe purpose and meaning in life, leaving many researchers to assume youth think about these constructs consistent with scientific understandings. In this preregistered study, we compared adolescent and emerging adult conceptions of purpose and meaning using directed content analysis. High school and college students were randomly assigned to write about purpose, meaning, or a control topic. Themes mentioned within the written samples did not significantly differ across purpose and meaning conditions, and this pattern did not significantly vary between adolescents and emerging adults. However, many who wrote about meaning mentioned purpose explicitly, suggesting nuanced differentiation. These findings can inform how purpose and meaning are studied and the development of future interventions.
Being creative is considered a desirable trait, yet most empirical studies emphasize how to increase creativity rather than explore its possible benefits. A natural connection is how creativity can enhance life’s meaning. Many of the core concepts in work on the meaning of life, such as the needs for coherence, significance, and purpose or the desire for symbolic immortality, can be reached through creative activity. The synthesis of these two constructs—creativity and the meaning of life—is discussed with a temporal model encompassing past, present, and future pathways to creativity. The past pathway can help one understand and reflect on life. The present pathway can remind one of life’s joy and the many possible connections with humanity. Finally, the future pathway strives to ensure some type of legacy that may resonate with younger generations.
This study investigated the role of character strengths and virtues in moderating relations between conflict exposure and psychiatric symptoms among 1078 adolescents aged 13–15 living in southern Israel, who were exposed to lengthy periods of war, terrorism and political conflict. Adolescents were assessed for character strengths and virtues, political violence exposure using the Political Life Events (PLE) scale, and psychiatric symptoms using the Brief Symptom Inventory and the UCLA PTSD Index. Results confirmed that political violence exposure was positively correlated with psychiatric symptoms. Interpersonal, temperance and transcendence strengths were negatively associated with psychiatric symptoms. Moderating effects of the interpersonal strengths on the relation between political violence exposure and the psychiatric and PTSD indices were confirmed. The findings extend existing knowledge about the resilience function of character strengths in exposure to protracted conflict and have important practical implications for applying strength-building practices for adolescents who grow up in war-affected environments.
Most current literature on meaning uses the term meaning to refer to a variety of different specific aspects, such as having a sense of goals, direction, significance, fulfillment, engagement in valued activities, ability to make sense of life, and so forth. One essential aspect of meaning that has yet to receive focused and in-depth attention is existential mattering (EM). EM can be defined as the degree to which individuals feel that their lives are of value and significance in the world. Although EM is an implicit part of the current theoretical and empirical literature on meaning, it is rarely given adequate and focused attention. In this chapter, we discuss EM at length. Citing the work of prior theorists, we highlight how EM may play a crucial role in individuals’ lives, and how individuals are strongly inclined to see their lives as having significance and value. We argue that future theoretical and empirical work that specifically focuses on EM, without conflating it with other aspects of meaning, may foster more nuanced theorizing and research regarding how different aspects of meaning, such as EM, may be related to important variables such as spirituality, resilience, well-being, and death anxiety. We briefly examine EM as it exists in the current empirical literature on meaning. Further, we discuss EM as it relates to Terror Management Theory (TMT). We argue that the construct of EM is intimately tied to TMT. TMT argues that individuals are motivated to feel that their lives are of enduring value, and to feel that they are valued members of a reality that transcends death. TMT conceptualizes self-esteem as the construct that best taps this motivation. Contrary to this, we argue that EM may capture this motivation more accurately than does self-esteem. Research that examines EM in the context of TMT is warranted, as EM may provide additional explanatory power beyond that provided by self-esteem. We conclude the chapter with directions for future research on EM.
This cross-sectional study investigated relations between conflict exposure and psychiatric symptoms among 8,727 Jewish Israeli adolescents aged 12-17 years from 1998-2011. This 14-year span included periods of terrorism, missile attacks, wars, relocations, military operations, and relative quiet, reflecting a dynamically changing, primarily violent climate. Annual samples from the same cities, geographical regions, and schools throughout the country were assessed for personal political life events (PLE) exposure and for psychiatric symptoms using the Brief Symptom Inventory (BSI; Derogatis & Spencer, ). Data were divided into 8 exposure periods: (a) pre-Intifada 1998-2000, (b) Intifada peak 2001-2003, (c) Intifada recession 2004, (d) evacuation 2005, (e) missiles and the 2006 Lebanon war, (f) peak missiles 2006-2007, (g) Operation Cast Lead 2008-2009, and (h) global terrorism 2010-2011. Results confirmed a relation between type of exposure period, PLE exposure, and psychiatric symptoms. In addition, PLE exposure was positively correlated with psychiatric symptoms (β = .49). A moderating effect of gender on the relationship between PLE exposure and the psychiatric index was found, with elevated symptoms among females (β = .30).
A paradigm conceptualizing resilience as factors moderating between political violence exposure and psychological distress administered in a 7-year research project yielded a profile of factors promoting Israeli children's coping in conflict conditions. Three factors — social support mobilization, selfefficacy, and meaning attribution — were incorporated into a school-based primary intervention program. In a repeated measures design, the study assessed pre to post-test modifications in the three resilience factors and psychological distress in a primary and control intervention condition and the interaction of actual political violence exposure on distress reduction. Results validated modification only of the mobilization of support factor, but nonetheless confirmed the primary program's efficacy in moderating psychological distress particularly among children with low actual political violence exposure, who showed greater distress increases in the control condition. Findings reinforce the educational system's role in promoting resilience among children in conflict environments.
The Positive and Negative Affect Schedule for Children (PANAS-C/P; child and parent versions) yield positive affect (PA) and negative affect (NA) scales that are clinically useful for identifying youth with anxiety and mood problems. Despite the advantages that item response theory (IRT) offers relative to classical test theory with respect to shortening test instruments, no studies to date have applied IRT methodology to the PANAS-C/P scales. In the present study, we thus applied IRT methodology using a school-based development sample (child sample: N = 799; parent sample: N = 553) and developed a shortened 5-item PA scale (joyful, cheerful, happy, lively, proud) and a 5-item NA scale (miserable, mad, afraid, scared, sad) for the sake of simultaneously increasing the assessment efficiency of the PANAS-C/P scales while improving the psychometric properties of the scales. The reduced PA and NA child scales classified relevant diagnostic groups in a separate clinic-referred validation sample (N = 662) just as well as the original PANAS-C child scales and may be used to help identify youth with internalizing disorders in need of mental health services.
The field of psychology has been slow to recognize the importance of purpose for positive youth development. Until recently, purpose was understood, if at all, as a means of adapting to threatening conditions rather than as a motivator of good deeds and galvanizer of character growth. Moreover, in most psychological studies, purpose has been conflated with personal meaning, a broader and more internally oriented construct. This article offers a new operational definition of purpose that distinguishes it from meaning in an internalistic sense, and it reviews the existing psychological studies pertinent to the development of purpose during youth. The ar- ticle identifies a number of urgent questions concerning how—and whether—young people today are acquiring positive purposes to dedicate themselves to and, if so, what the nature of today's youth purposes might be. When Victor Frankl published the English edition of Man's Search for Meaning in 1959, the book's instant influence forced psychology to come to terms with the primary importance of high-level belief systems that had been considered derivative or epi-phenomenal by the major theories.1 The notion that ethereal constructs such as "meaning" and "purpose" could make a differ- ence—that they could motivate someone to do some- thing, or even shape a person's basic choices about how to live—seemed impossibly soft-headed and sentimen- tal to mainstream psychologists of that time. If the be- haviorist and psychoanalytic schools (the two best-known bodies of psychological work at midcentury) agreed on anything at all, it was that mean- ing, purpose, and other such belief systems were the products of more fundamental drives; that they were de- pendant on the drives for their shape, substance, and very existence; and that meaning and purpose were no more than marginal factors in behavioral development. To this entrenched materialist position, Frankl (1959) wrote (in the non-"degenderized" language of his day): Man's search for meaning is a primary force in his life and not a "secondary rationalization" of instinctual drives. This meaning is unique and specific in that it must and can be fulfilled by him alone; only then does it achieve a significance which will satisfy his own will to meaning. There are some authors who contend that meanings and values are "nothing but defense mechanisms, reaction formations and sublimations." But as for myself, I would not be willing to live merely for the sake of my "defense mechanisms," nor would I be ready to die merely for the sake of my "reaction for- mations." Man, however, is able to live and even to die for the sake of his ideals and values! (p. 121)
Meaning in life is thought to be important to well-being throughout the human life span. We assessed the structure, levels, and correlates of the presence of meaning in life, and the search for meaning, within four life stage groups: emerging adulthood, young adulthood, middle-age adulthood, and older adulthood. Results from a sample of Internet users (N = 8756) demonstrated the structural invariance of the meaning measure used across life stages. Those at later life stages generally reported a greater presence of meaning in their lives, whereas those at earlier life stages reported higher levels of searching for meaning. Correlations revealed that the presence of meaning has similar relations to well-being across life stages, whereas searching for meaning is more strongly associated with well-being deficits at later life stages.
This study was done to identify effects of a life-esteemed education applied logotherapy on life respect, meaning of life, and depression on older elementary school students.
A nonequivalent control group and non-synchronized design was conducted with a convenience sample of 142 students. The program named 'My Precious Life'. consisted of one session per week for five weeks. Students were assigned to the experimental group (n=70) or the control group (72). Data were analyzed using descriptive statistics, Chi-square, Fisher's exact test, t-test, and repeated measured ANOVA with the SPSS/PC 18.0 program.
Meaning of life and life respect increased significantly and depression decreased significantly for participants in the experimental group.
The results of the study indicate that life-esteemed education applied logotherapy is effective in improving meaning of life and life respect and in decreasing depression in elementary school students. It can also be used to prevent existential distress and to intervene as a motif for having hope in life.
Meaningful living is a central focus of several humanistic theories and therapies. Measurement of life meaning meets many obstacles, including pragmatic concerns, such as measuring subjective experiences, and theoretical objections often offered by humanistic psychologists. The purpose of this article is to summarize empirical efforts related to logotherapy, a humanistic–existential paradigm, to illustrate the utility of assessment within the larger context of humanistic psychology. An overview of five logotherapeutic measures of meaning is provided. These measures include the Purpose in Life test (PIL), the Life Purpose Questionnaire (LPQ), the Seeking of Noetic Goals test (SONG), the Meaning in Suffering Test (MIST), and the Life Attitude Profile Revised (LAP–R). Directions for use of such measures in future research are also offered.
Counseling psychologists often work with clients to increase their well-being as well as to decrease their distress. One important aspect of well-being, highlighted particularly in humanistic theories of the counseling process, is perceived meaning in life. However, poor measurement has hampered research on meaning in life. In 3 studies, evidence is provided for the internal consistency, temporal stability, factor structure, and validity of the Meaning in Life Questionnaire (MLQ), a new 10-item measure of the presence of, and the search for, meaning in life. A multitrait-multimethod matrix demonstrates the convergent and discriminant validity of the MLQ subscales across time and informants, in comparison with 2 other meaning scales. The MLQ offers several improvements over current meaning in life measures, including no item overlap with distress measures, a stable factor structure, better discriminant validity, a briefer format, and the ability to measure the search for meaning.
This study introduces the Satisfaction with Life Scale adapted for Children (SWLS-C) and presents psychometric findings regarding
its validation. The SWLS-C was adapted from the Satisfaction with Life Scale (SWLS; Diener et al. 1985), which is one of the most commonly used measures to assess satisfaction with life in adults. Three subject matter experts
adapted the SWLS by changing the wording of the item stem and response format in order to make it more understandable for
children. A stratified random sample of 1,233 students (48% girls) in grades 4–7 (mean age 11years and 7months) provided
data on the SWLS-C and measures of optimism, self-concept, self-efficacy, depression, emphatic concern, and perspective taking.
The SWLS-C demonstrated a unidimensional factor structure and high internal consistency. Furthermore, differential item functioning
and differential scale functioning analyses indicated that the SWLS-C measures satisfaction with life in the same way for
different groups of children (i.e., with regard to gender, first language learned at home—English vs. other language(s) than
English—and across different grades) at the item and at the scale level. Associations between scores on the SWLS-C and demographic
variables were statistically non-significant or of small effect size. In addition, the SWLS-C showed evidence of convergent
and discriminant validity in relation to the other measures. Our results indicate that the SWLS-C is a psychometrically sound
instrument that demonstrated evidence of construct validity for this age group. Limitations and future directions are discussed.
KeywordsSatisfaction with Life Scale adapted for Children-Satisfaction with life-Children-Adolescents-Subjective well-being
Searching for a coherent meaning in life has long been proposed to be a protective factor in adolescent development.
The present study aimed to examine meaning in life as a protective factor in a largely unstudied population: Romanian adolescents. Additionally, we sought to provide a novel, multidimensional assessment of several health-related variables (substance abuse, health risk behaviors, psychological health). Potential gender differences were explored regarding the role of life meaning in adolescent health.
Data were collected in 2006 from students enrolled in the secondary schools of the Middle Transylvanian Region, Romania (n = 1,977). Self-administered questionnaires were used as a method of data collection including items of life meaning and psychological health.
Meaning in life played a protective role with regard to health risk behaviors except smoking and binge drinking. Among males, meaning in life was found to be correlated only to illicit drug and sedative use, whereas among females, meaning in life was associated with binge drinking, unsafe sex, and lack of exercise and diet control. Psychological health was strongly related to meaning in life.
In Romanian adolescents, meaning in life is a protective factor against health risk behaviors and poor psychological health.
Gender differences observed in interpersonal and self-critical vulnerabilities, reactivity to stressful life events, quality of relationships, and self-concepts inform a multivariate theoretical model of the moderating effects of gender on internalizing and externalizing problems in adolescence. To test this model, data were collected in a 1-year prospective study from an ethnically diverse sample of 460 middle school students. Increases in girls' internalizing symptoms, compared with boys', were partly explained by greater stability in girls' interpersonal vulnerabilities and greater magnitude in coefficients linking girls' relationships with parents and peers and internalizing problems. Boys' risks for externalizing problems, compared with girls', were partly explained by the greater stability in boys' vulnerability to self-criticism. Coefficients for most pathways in the model are similar for boys and girls.
Six studies examined the role of positive affect (PA) in the experience of meaning in life (MIL). Study 1 showed strong relations between measures of mood, goal appraisals, and MIL. In multivariate analyses, PA was a stronger predictor of MIL than goal appraisals. In Study 2, the most consistent predictor of the experience of meaning in a day was the PA experienced that day. Later, global MIL was predicted by average daily PA, rather than average daily MIL. Study 3 demonstrated no prospective relations between measures of MIL and PA over 2 years. In Study 4, priming positive mood concepts enhanced MIL. In Study 5, manipulated positive mood enhanced ratings of MIL for those who were not given an attributional cue for their moods. In Study 6, PA was associated with a high level of distinction between meaningful and meaningless activities. Results indicate that positive moods may predispose individuals to feel that life is meaningful. In addition, positive moods may increase sensitivity to the meaning-relevance of a situation.
Volume 2 in the series SOVIET STUDIES IN MATHEMATICS EDUCATION
The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was administered to two samples of 11-16 year olds: 83 young people in the community and 116 young people attending a mental health clinic. The questionnaire discriminated satisfactorily between the two samples. For example, the clinic mean for the total difficulties score was 1.4 standard deviations above the community mean, with clinic cases being over six times more likely to have a score in the abnormal range. The correlations between self-report SDQ scores and teacher- or parent-rated SDQ scores compared favourably with the average cross-informant correlations in previous studies of a range of measures. The self-report SDQ appears promising and warrants further evaluation.
A decade ago DeVogler and Ebersole reported that young adolescents were able to express the fact that they had personal meaning in their lives. In the present study we found that even younger children (26 first graders) could do so also when personal meaning was defined to them as that which in their whole life is most important to them. The high frequency of those reporting a personal meaning goes against the position that a large percentage of individuals in our modern society lack personal meaning.
Meaning in Positive and Existential Psychology presents a broad overview of contemporary empirical research and theoretical work on the meaning/purpose in life construct from two perspectives - Positive psychology and Existential psychology. Although they may have common ground, these perspectives have only recently come into fruitful dialogue. They may, in fact, be viewed as more complementary than strictly opposing. Positive psychology's focus on human strengths tends to emphasize the brighter side of human functioning, whereas existential psychology, traditionally, tends to address the more unsettling aspects of human existence, such as guilt, suffering, and mortality. Despite their different approaches, both positive and existential psychology have come to view meaning and meaning awareness as central psychological (and philosophical) factors, relevant both for human striving and for human coping.
Written by an international and interdisciplinary assembly of leading researchers in existential and positive psychology and related disciplines, this book includes twenty-one chapters on current trends and topics in meaning oriented clinical and theoretical psychology.
This chapter presents an overview that examines the growing importance and diversity of religion and spirituality for individuals and their families. Spirituality is broadly defined as beliefs and practices that are both deeply personal and transcendent, and can be experienced either within or outside formal religious institutions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
116 13- and 14- yr-olds were asked to write about, rank in order of importance, and give an example of the 3 strongest meanings in their lives. The percentage of Ss seeming to understand what meaning in life was and able coherently to discuss their own was just as high as that found in older groups. The types of meaning reported differed sufficiently from those of college students and other older Ss to require 3 new categories (activities, school, and appearance). When only the most important meaning was tabulated, the category of Relationships received the highest percentage (67%). (7 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A primary goal of scale development is to create a valid measure of an underlying construct. We discuss theoretical principles, practical issues, and pragmatic decisions to help developers maximize the construct validity of scales and subscales. First, it is essential to begin with a clear conceptualization of the target construct. Moreover, the content of the initial item pool should be overinclusive and item wording needs careful attention. Next, the item pool should be tested, along with variables that assess closely related constructs, on a heterogeneous sample representing the entire range of the target population. Finally, in selecting scale items, the goal is unidimensionality rather than internal consistency; this means that virtually all interitem correlations should be moderate in magnitude. Factor analysis can play a crucial role in ensuring the unidimensionality and discriminant validity of scales. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
• This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression. The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article examines the adequacy of the “rules of thumb” conventional cutoff criteria and several new alternatives for various fit indexes used to evaluate model fit in practice. Using a 2‐index presentation strategy, which includes using the maximum likelihood (ML)‐based standardized root mean squared residual (SRMR) and supplementing it with either Tucker‐Lewis Index (TLI), Bollen's (1989) Fit Index (BL89), Relative Noncentrality Index (RNI), Comparative Fit Index (CFI), Gamma Hat, McDonald's Centrality Index (Mc), or root mean squared error of approximation (RMSEA), various combinations of cutoff values from selected ranges of cutoff criteria for the ML‐based SRMR and a given supplemental fit index were used to calculate rejection rates for various types of true‐population and misspecified models; that is, models with misspecified factor covariance(s) and models with misspecified factor loading(s). The results suggest that, for the ML method, a cutoff value close to .95 for TLI, BL89, CFI, RNI, and Gamma Hat; a cutoff value close to .90 for Mc; a cutoff value close to .08 for SRMR; and a cutoff value close to .06 for RMSEA are needed before we can conclude that there is a relatively good fit between the hypothesized model and the observed data. Furthermore, the 2‐index presentation strategy is required to reject reasonable proportions of various types of true‐population and misspecified models. Finally, using the proposed cutoff criteria, the ML‐based TLI, Mc, and RMSEA tend to overreject true‐population models at small sample size and thus are less preferable when sample size is small.
Veterans of various service eras (N = 174) completed an Internet survey about combat exposure, posttraumatic stress disorder (PTSD) symptoms, depression, guilt, and meaning in life. Results of a hierarchical regression indicated that younger age; higher levels of combat exposure, depression, and guilt; and lower meaning in life predicted greater PTSD severity. The interaction between meaning in life and depression also was significant, with a stronger inverse relation between meaning and PTSD at lower levels of depression. Meaning in life may be an important treatment concern for veterans with PTSD symptoms, particularly at higher levels of functioning.
INCLUYE BIBLIOGRAFIA E INDICE
Meaning in life is an important construct in psychology, but one which has been the focus of limited research. Most research has concentrated on the relation between meaning and psychopathology, and has been conducted with the Purpose in Life Test. This paper examines the relation between meaning in life and psychological well-being using several meaning measures and both positive and negative well-being dimensions. A strong association is found between meaning in life and well-being, which is replicated in two different samples. Meaning in life is found to have a stronger association with positive than with negative well-being dimensions, suggesting the value of taking a salutogenic approach to mental health research. Implications and suggestions for future research are discussed.
Previous work of the author presents a salutogenic theoretical model designed to explain maintenance or improvement of location on a health ease/dis-ease continuum. The model's core construct, the Sense of Coherence (SOC), was consciously formulated in terms which are thought to be applicable crossculturally. The SOC scale which operationalizes the construct is a 29-item semantic differential questionnaire, its design guided by Guttman's facet theory. A 13-item version of the scale has also been used. The purpose of the present paper is to present the extant evidence from studies conducted in 20 countries for the feasibility, reliability and validity of the scale, as well as normative data. In 26 studies using SOC-29 the Cronbach alpha measure of internal consistency has ranged from 0.82 to 0.95. The alphas of 16 studies using SOC-13 range from 0.74 to 0.91. The relatively few test-retest correlations show considerable stability, e.g. 0.54 over a 2-year period among retirees. The systematic procedure used in scale construction and examination of the final product by many colleagues points to a high level of content, face and consensual validity. The few data sets available point to a high level of construct validity. Criterion validity is examined by presenting correlational data between the SOC and measures in four domains: a global orientation to oneself and one's environment (19 r's); stressors (11 r's); health, illness and wellbeing (32 r's); attitudes and behavior (5 r's). The great majority of correlations are statistically significant. All available published normative data on SOC-29 and SOC-13 are presented, data which bear upon validity using the known groups technique.(ABSTRACT TRUNCATED AT 250 WORDS)
Cancer illness affects people in many ways, physical, financial, and existential. In this paper, we describe a proposed group intervention for individuals with advanced disease who want help finding a sense of meaning at this critical juncture in their lives. This intervention has a brief, semi-structured format, and is informed by the work of Viktor Frankl, empirical findings in the area of meaning and trauma, and the empirical findings of other group interventions for cancer patients. Individual sessions focus on different aspects of meaning, including responsibility to others, creativity, transcendence, and ascertaining one's values and priorities. Having goals on which to focus and feeling like part of a larger whole are critically important to the ability to find meaning and cope with terminal illness. Such goals may be generated by a number of sources, including connectedness with others, or a sense of the temporal continuity of one's own life despite the disruption posed by severe illness. Didactic discussions and experiential exercises help to facilitate exploration of these various elements in group members' lives. The finite structure of the intervention may also highlight these issues, as people who are faced with similar issues work together in a limited time frame in order to accomplish the goals they set out for themselves.
Although the negative consequences of trauma have been well researched and described, posttraumatic growth has only recently come to the attention of researchers. This paper considers whether children (aged 7-18 years) who have been involved in a road traffic accident can experience posttraumatic growth outcomes. From 158 children who took part in an interview, qualitative analysis of interview notes found that 67 (42%) reported some aspect of posttraumatic growth, most notably in terms of their philosophy of life. Of these, 25 (37%) were also assessed as experiencing posttraumatic stress disorder.
Life purpose questionnaire overview sheet
- R R Hutzell
Hutzell, R. R. (1989). Life purpose questionnaire overview sheet. Berkeley, CA: Institute of
Logotherapy Press.