The Relationship Between Subjective Well-being And Sense Of Life Meaning In High School Students

Adolescence is the key period for adolescents’ physical and mental development.Due to the huge physical and mental changes,they easily suffer from great emotional ups and downs and impulsive behavior.Recently,self-harm incidents among adolescents have appeared frequently,which tends to be more common for younger ages,because they lack the sense of life meaning,clear purpose and mission of life which can lead to disregard for their own lives.Positive psychology life education can promote individuals to achieve self-realization by understanding how to find and pursue the life meaning.Improving the youth’s sense of life meaning and happiness and promoting their positive psychological development can prevent and solve youth psychological problems.Based on positive psychology and life education,this research explores the influence of emotional intelligence on adolescents’ sense of life meaning,as well as the possible mediating mechanism between subjective well-being and the sense of life meaning.Group counseling intervention research was conducted accordingly.The first study was to carry out a questionnaire survey among all the students of a high school in Wuhan,which aims at understanding the status of students’ subjective well-being,emotional intelligence,and sense of life meaning,and exploring the relationship between subjective well-being and sense of life meaning and whether emotional intelligence has a mediating role,providing empirical data support for emotional intelligence intervention.In the second study,to explore whether the group emotional intelligence intervention has significant effect on adolescents’ sense of life meaning,students were randomly divided into an experimental group and a check group.Specifically,the experimental group was treated with group emotional intelligence counseling intervention,while the check group did not involve any content regarding emotional intelligence.The results of these two studies are as follows:1.There is no clear variance in the emotional intelligence and subjective well-being of high school students in terms of gender,but boys’ sense of life meaning is clearly higher than that of girls;in the case of whether or not only child,the emotional intelligence of only child is obviously lower than that of non-only child;for class leaders,there is no significant difference of subjective well-being and sense of life meaning,whereas,the emotional intelligence scores of class leaders are significantly higher than those of non-class leaders;in class discipline,the emotional intelligence and subjective well-being of students in a well-disciplined class outperform those of ordinary discipline and poorly-disciplined class,but the students in the ordinary discipline class only show different from the poorly-disciplined class students in subjective well-being,yet the sense of life meaning is invariant to the class discipline.2.There is a significant mutually positive relationship among students’ subjective well-being,emotional intelligence,and sense of life meaning.3.Emotional intelligence plays a partially mediating role in the subjective well-being and sense of life meaning among high school students.4.After the group emotional intelligence counseling intervention,students’emotional intelligence level and sense of life meaning have been significantly improved.