| Purpose in life is a key component in achieving positive development of adolescents.However,China attaches little importance to the education of purpose in life,and the existing research on purpose in life is still based on concept analysis and measurement,and few scholars are involved in the research on purpose in life cultivation,and there is a lack of systematic education model construction and curriculum development.Research shows that purpose in life is closely related to self-identity,and individuals with well-developed self-identity are able to reflect on and integrate their past,present,and future,and explore and commit to the development of purpose in life on this basis.Therefore,this study proposes to use self-identity as a feasible way to develop purpose in life in junior high school students by developing and implementing a relevant curriculum.The study is divided into two main parts.(1)The first part is the development of the curriculum.The study specifies the theoretical and practical bases for curriculum development and implementation,sets the content and goals of the curriculum,and develops a self-identity intervention curriculum oriented to the cultivation of purpose in life.(2)The second part is the implementation of the curriculum.One hundred and fifty-two students in the first grade of a middle school in Qingdao were selected as subjects and divided into an intervention group and a control group,with 76 students in the intervention group and 76 students in the control group.A two-month purpose in life development course was implemented in the intervention group,and the control group did not have any education about the purpose in life development course.After the course,the effectiveness of the course was evaluated both qualitatively and quantitatively.For the quantitative evaluation,the Purpose In Life Scale and the Self-identity Status Scale were selected,and independent sample t-tests and repeated measures ANOVA were conducted on 152 subjects using a pre-test and post-test design for the intervention and control groups.The results found that(1)on purpose in life,there was no significant difference between the intervention and control groups on the pretest;after the implementation of the curriculum,the intervention group scored significantly higher on the social impact,self-improvement,and service dedication dimensions.(2)On self-identity,there was no significant difference between the intervention group and the control group on the pre-test;after the implementation of the course,the intervention group scored significantly higher on the total self-identity score,present self-involvement,and future self-involvement aspiration dimensions.The qualitative evaluation showed that the students in the intervention group were more satisfied with the course and their purpose in life and self-identity development levels improved after the two-month purpose in life development course.Therefore,the purpose-development-oriented self-identity intervention program developed and implemented in this study had a significant effect on enhancing the purpose in life and self-identity development of junior high school students. |
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