A Study Of The Relationship Between Negative Life Events And Sense Of Life Meaning Among Middle School Students

The middle school stage is one of the most turbulent stages in an individual’s growth.In general,middle school students have strong self-awareness and plenty of emotions.Due to their own transformation and environmental changes,they will experience more negative life events than they did in primary school.When encountering negative environmental stimuli,middle school students may experience misconceptions,leading to problems such as poor sense of life experience and decreased sense of life significance.However,they can produce different results by adjusting their own cognition or obtaining social relationship support from others.This study focuses on the negative life events,sense of life significance,and the two most important social relationship supports(parent-child relationship and peer relationship)of middle school students.Using questionnaire and literature methods,the measurement tools are the Negative Life Events Scale for Adolescents,the Sense of Life Significance Scale,the Parent-child Intimacy Scale,and the Peer Relationship Scale.Based on a survey of students from four middle schools in three cities in Sichuan Province,805 valid data were obtained.The data acquired were analyzed using SPSS22.0 software and plug-in process to discuss the relationship between negative life events,sense of life meaning,parent-child relationship,and peer relationship,as well as the mediating role of peer relationship and parent-child relationship between sense of life meaning and negative life events.The conclusions were as follows:(1)There were no significant differences in gender,single parent,and only child aspects of middle school students’ sense of life meaning.Significant differences could be observed in the dimension of seeking meaning in the sense of life meaning in grade,with senior grade being significantly higher than junior grade.(2)There were no significant differences in the negative life events experienced by middle school students in terms of gender,only child,single parent,and grade.(3)There was no significant difference in the mother-child relationship between middle school students in terms of only child,single parent,and grade,but there was a significant difference in gender.Girls were significantly better than boys.No significant differences were observed in the parent-child relationship among middle school students in terms of gender,only child,single parent,and grade,but there were significant differences in single parent.Non single parent families were significantly better than single parent families.(4)There were no significant differences in peer acceptance among middle school students in terms of gender,only child,and grade,but there were significant differences in single parents.Non single parent families were significantly better than single parents.There was no significant difference in peer fear and inferiority among middle school students in terms of only child and single parent.Significant differences were observed in gender,with girls significantly better than boys,and significant differences in grade.Peer conflict in Senior One was significantly higher than that in Junior One.(5)There were significant correlations among four variables: parent-child relationship,peer relationship,sense of life significance,and negative life events.(6)There was a chain mediated role of parent-child relationship and peer relationship between sense of life meaning and negative life.(7)In middle school,there were two types of interpersonal relationships:parent-child relationship and peer relationship,and peer relationship exerts a greater impact on middle school students.Based on the research conclusions,suggestions are made from the following four aspects:(1)For schools,a family school joint psychological education mechanism should be established to provide complete campus psychological resources.(2)For teachers,the psychological crisis intervention mechanism and design courses that adapt to the times and the development of students should be improved.(3)For parents,it is important to provide sufficient social support and create a good family atmosphere.(4)For students,it is necessary to establish positive life values and improve their ability to handle interpersonal relationships.